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Art by Dale Kilhourn. 

Jesus the Christ lived a life of truth. Men have 
called Him an enthusiast; they have accused Him 
of being a dreamer, an ascetic, a recluse, and other 
epithets have they hurled at Him, but they are loath 
ever to say that Christ, the Redeemer, was dishonest 
or untrue. His life was a life of honesty, honor, up- 

He was drawn to men who were honest them- 
selves; whose hearts were pure and guileless. Witness 
how quickly He saw purity and guilelessness in 
Nathanael: "Behold," said He, "an Israelite indeed, 
in whom is no guile!" (John 1:47.) Their souls at- 
tracted each other as two drops of morning dew fall 
together on the same flower. So the purity of Christ 
seemed to absorb, to attract, the purity of Nathanael. 
Nathanael was honest and upright, as a follower of 
Christ should be. No guileless man can be dishonest. 
No guileless man can stoop to chicanery and fraud, 
deceiving a brother. Christ's life and His teachings 
always bore testimony to the truth. 

"God Doth Not Walk in Crooked Paths" 

In our day the Lord has said through the Prophet 
Joseph Smith: 

For God doth not walk in crooked paths, neither 
doth he turn to the right hand nor to the left, neither 
doth he vary from that which he hath said, therefore 
his paths are straight, and his course is one eternal 
round. (Doctrine and Covenants 3:2.) 

To the Latter-day Saints, as God's people, He 

(For Course 18, lessons of October 16 and November 13, "Loyalty" 
and "Trust"; for Course 24, lessons of September 25 and November 20, 
"A Personal Ideal for Youth" and "The Home and Personality 
Growth"; for Course 28, lesson of December 11, "Practical Religion 
—Spirituality"; to support Family Home Evening lessons 34, 35, and 
37; and of general interest.) 


A Fundamental 
Principle of 
The Gospel 

by President David O. McKay 

has declared that one of the fundamental principles 
of their belief is honesty. I rejoice in repeating our 
thirteenth Article of Faith: 

We believe in being honest, true, chaste, benev- 
olent, virtuous, and in doing good to all men; in- 
deed, we may say that we follow the admonition of 
Paul — We believe all things, we hope all things, we 
have endured many things, and hope to be able to 
endure all things. If there is anything virtuous, love- 
ly, or of good report or praiseworthy, we seek after 
these things. 

"Let your light so shine before men, that they 
may see your good works, and glorify your Father 
which is in heaven." (Matthew 5:16.) 

In probably no more effective way can the truth 
be witnessed before men than for every Latter-day 
Saint to maintain and foster the confidence of all 
men everywhere. Now, in order to do that we must 
be honest in all things. If we are contractors and 
agree to put certain materials into a building, let us 
use that material. If we agree to the stipulations of 
a contract, let us live up to what we agree. Such 
things may be considered only "details," but they 
are the "details" by which the men with whom we 
deal will judge our actions. 

If we are taking potatoes of a particular grade to 
market, and we so describe that grade, let us know 
that an investigation will prove our statements to 
be true. I was grieved when once I heard a whole- 
sale dealer say that he had opened sacks of produce 
brought in from the farm and found foreign material, 
such as rocks and dirt, placed in the sacks to make 
up the weight. I did not ask him for the religion of 
(Continued on following page.) 




those men; I asked for no name; but such things 
are dishonorable, and no true member of the Church 
of Jesus Christ can stoop to such trickery. 

How Common Is Insincerity? 

In this world today there needs to be an ensign, 
a people standing out in bold relief as an example to 
the world in honesty and fair dealing. I shall not 
condemn the world, but to illustrate what I mean, I 
shall let a reverend gentleman give his opinion. I 
quote from Charles Edward Jefferson, author of The 
Character of Jesus. Speaking of the insincerity of 
the world, he says: 

And yet how common insincerity is. What a 
miserable old humbug of a world we are living in, 
full of trickery and dishonesty and deceit of every 
kind. Society is cursed with affectation, business is 
honeycombed with dishonesty. The political world 
abounds in duplicity and chicanery, there is sham 
and pretense and humbuggery everywhere. Some use 
big words they do not understand, and some lay claim 
to knowledge which they do not have, and some pa- 
rade in dresses which they cannot pay for; the life 
of many a man and many a woman is one colossal lie. 
We say things which we do not mean, express emo- 
tions which we do not feel, we praise when we secret- 
ly condemn, we smile when there is a frown on the 
face of the heart, we give compliments when we are 
really thinking curses, striving a hundred times a 
week to make people think we are other than we are. 
It is a penitentiary offense to obtain money under 
false pretences. . . . But how many other things are 
obtained, do you think, by shamming and pretend- 
ing, for which there is no penalty but the condemna- 
tion of Almighty God? Yes, it is a sad, deceitful, 
demoralized world in the midst of which we find our- 
selves; but thank God there are hearts here and 
there upon which we can ever more depend. We have 
tested them, and we know them to be true. 1 

That was written many years ago, and we all 
know that insincerity and dishonesty among peoples 
and among governments has increased. 

Sincerity of International Relations 

Referring to the necessity of moral integrity, sin- 
cerity, and honesty of purpose in "international rela- 
tions, the signing of treaties, understandings, con- 
ventions, international policies," etc. Pierre Lecomte 
du Noiiy, author of Human Destiny, writes as fol- 

"... We should know by this time that their 
effectiveness depends entirely on the moral character 
of the men who have draughted them or participated 
in them. We know that papers destined to settle 
for ten, twenty, or thirty years the relations between 
countries and the fate of their peoples, and signed 

Charles Edward Jefferson, The Character of Jesus; Thomas Y. 
Crowell Company, New York, NY., 1908; pages 57-58. 

in great pomp, often only engage the momentary 
responsibility of the signers and are sometimes noth- 
ing but short-lived 'scraps of paper.' 

"As long as there is no collective conscience, 
rendering the nations — that is, the citizens, not the 
governments — jointly liable for the engagements 
taken by their representatives, treaties will consti- 
tute a tragic comedy and it is surprising that any- 
one can still be their dupe. . . . 

"The problem of peace is far too grave and com- 
plex to be solved by such superficial methods. It will 
only be settled by systematic action on the minds 
of children and by imposing rigid moral structures, 
which, in the absence of real conscience, slower to 
erect, will render certain acts odious. Were the sense 
of human dignity spread universally, it would suffice 
to guarantee the respect of the given word, of the 
signed engagement, and consequently would confer 
a real value to all acts and treaties. Peace would be 
assured without effort, since every citizen would feel 
morally responsible for the fulfillment of the terms 
agreed upon. . . . 

Every Promise Is Sacred 

"Children are trained to behave decently in pub- 
lic, but nobody dreams of making them repeat daily, 
as a prayer, 'Every promise is sacred. No one is 
obliged to give a pledge, but he who breaks his 
given word is dishonored. He commits an unpardon- 
able crime against his dignity, he betrays; he covers 
himself with shame; he excludes himself from society.' 

"... Let every man remember that the destiny 
of mankind is incomparable and that it depends 
greatly on his will to collaborate in the transcendent 
task. Let him remember that the Law is, and always 
has been, to struggle, and that the fight has lost 
nothing of its violence by being transposed from the 
material onto the spiritual plane; let him remember 
that his own dignity, his nobility as a human being, 
must emerge from his efforts to liberate himself from 
his bondage and to obey his deepest aspirations. And 
let him above all never forget that the divine spark 
is in him, in him alone, and that he is free to dis- 
regard it, to kill it, or to come closer to God by 
showing his eagerness to work with Him, and for 
Him." 2 

Truth and Honesty Are Eternal Laws 

How can peace and universal brotherhood be 
attained without truth and honesty in governments 
and individuals? The same laws of eternal progress 
are applicable to all of our Father's children. Such 
a universal requirement reflects divine justice. Only 

2 Lecomte du Nouy, Human Destiny; Mentor Books, New York, 
NY., 1947; pages 187-189. 



by compliance with the principles of the Gospel can 
peace and universal brotherhood be attained and the 
soul of man progress throughout eternity, and such 
a plan is needed in this distracted world today. 

If members of The Church of Jesus Christ of 
Latter-day Saints believe, not just think — believe 
must be stronger than think — if "we believe in 
being honest, true, chaste," and accept it as part of 

our lives, then our acts should so shine before men, 
that they, seeing our good works, will be led to glorify 
our Father in heaven. 

May we be honest in all our dealings; be true to 
ourselves; never be false to our honest convictions; 
be true to the Church; be true to the testimonies we 
possess. God help us in this and in all worthy things, 
to bear witness to the Truth. 

Library File Reference: HONESTY. 





Two laws of learning are accomplished when class 
time is used for the preparation of inspirational pres- 
entations. First, interest is developed as the class 
group joins together to meet its assignment and be 
represented in Junior Sunday School worship service. 
There is opportunity to consider the topics which 
could be used, how the account is to be told, who 
will be the speaker, how others can be of assistance 
(by making a picture to be used, holding an item 
to be shown at a given time, etc.), and practicing the 

Junior Sunday School 

presentation. The more involved the class members 
are in preparing the talk, the keener will be their 
interest; listening will be improved and learning 

Second, class preparation enables the teacher 
to direct the assignment. Only in this way can the 
teacher see to it that the study of the Gospel in class 
period is included in the presentation. 

Repetition is a most valuable way to learn. As 
topics are selected, ideas are expressed and various 
children have opportunity to participate. The teacher 
again gives the lesson in a new way and children's 
learning is increased. 

The inspirational presentation of Junior Sunday 
School and 2 ^-minute talks of the Senior Sunday 
School are valuable ways of studying the Gospel 
which every Sunday School teacher should welcome. 
Individual, and group presentations both offer rich 
class experience. 


Editor : 
President David O. McKay 

Associate Editors: 

General Superintendent George R. Hill 

Lorin F. Wheelwright 

Business Manager: 
Richard E. Folland 

Managing Editor: 
Burl Shephard 

Editorial Assistants: 

Virginia Baker 

Goldie B. Despain 

Research Editor: 
H. George Bickerstaff 

Art Director: 
Sherman T. Martin 

Circulation Manager: 
Joan Barkdull 

Subscriber-Relations Director: 
Marie F. Felt 

Instructor Secretary: 
Amy J. Pyrah 

Consultant : 
A. William Lund 

Instructor Committee: 

Chairman Lorin F. Wheelwright, Richard E. 
Folland, Marie F. Felt, A. William Lund, Ken- 
neth S. Bennion, H. Aldous Dixon, Leland H. 
Monson, Alexander Schreiner, Lorna C. Alder, 
Vernon J. LeeMaster, Claribel W. Aldous, 
Melba Glade, Henry Eyring, Clarence Tyndall, 
Wallace G. Bennett, Camille W. Halliday, 
Margaret Hopkinson, Mima Rasband, Edith 
Nash, Alva H. Parry, Bernard S. Walker, 
Lewis J. Wallace, Howard S. Bennion, Herald 
L. Carlston, Bertrand F. Harrison, Willis S. 
Peterson, Greldon L. Nelson, Jane Hopkinson, 
G. Robert Ruff, Anthony I. Bentley, Marshall 
T. Burton, Calvin C. Cook, A. Hamer Reiser, 
Robert M. Cundick, Clarence L. Madsen, J. 
Elliot Cameron, Bertrand A. Childs, Thomas 
J. Parmley. 

Published by the Deseret Sunday School Union 
of The Church of Jesus Christ of Latter-day 
Saints, the first day of every month at Salt Lake 
City, Utah. Entered at Salt Lake City Post Office 
as second class matter acceptable for mailing at 
special rate of postage provided in Section 1103, 
Act of Oct. 3, 1917, authorized on July 8, 1928. 
Copyright 1966 by the Deseret Sunday School 
Union Board. All rights reserved. 

Thirty to forty-five days' notice required for 
change of address. When ordering a change, 
please include address slip from a recent issue 
of the magazine. Address changes cannot be 
made unless the old address as well as the new 
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Code number. 

Mail subscriptions to The Instructor, 79 South 
State Street, Salt Lake City, Utah 84111. Subscrip- 
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issues, 35 cents each. 

Bound volumes sell for $6.75 when all maga- 
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scriber supplies his own issues, binding charge 
is $3.75. 




Lessons during the month of October, 1966 


Course 1 {age 3) 

"Run, Tom, run!" 

"I'm not chicken! Ill fight!" 

Did these boys attend Sunday School? They 
were older than Course 1 children, but if they had 
learned when they were younger that kindness is a 
way of showing love, they would have a different 
attitude toward their playmates. October lessons 
teach 3-year-olds several ways of being kind. 

Course 2 {ages 4, 5) 

I think I can, I know I can, I knew I could! October les- 
sons will encourage children to keep trying, even 
though their tasks are hard. How do you get a five- 
year-old to respect the rights and belongings of oth- 
ers and to share his own possessions? October Sun- 
day School lessons will help them learn the qualities 
of trying, respecting, sharing, and being kind. 

Course 4 {ages 6, 7) 

How early can children learn to keep records? In Octo- 
ber the youngsters in this course will begin to under- 
stand that it is important to keep records. They 
should learn that their birth certificates and blessing 
records are important. The Mormon Pioneers kept 
records. The Bible is a record kept by people who 
lived long ago. 

Course 6 (ages 8, 9) 

Who said it is important to be a good citizen? Our Fa- 
ther in heaven said so. He has always told his proph- 
ets to teach the people to obey the laws of God and 
their country. In October, 8- and 9-year-olds will 
study obedience to law. They will also learn that 
Jesus Christ is the head of the Church, and that 
men cannot officiate unless they have been called 
by Him. 

Course 8 {ages 10,11) 

One of the most thrilling adventure stories of all time 
will be retold in this course in October: it is that of 
"David, the Young Champion," a young boy who 
fought a veteran warrior, a giant. Other true stories 
will include tales about Samuel the prophet and 
King Saul. 




Course 10 (ages 12,13) 

An example of true humility in leadership will be dis- 
cussed in October regarding Jesus washing the feet of 
the apostles. We will be present in thought when the 
sacrament is instituted and our Lord's most beauti- 
ful prayer is expressed. We will follow into the gar- 
den of Gethsemane where even Peter, James, and 
John will fail to perceive the meaning of the Sav- 
iour's agony. The victorious events of the resurrec- 
tion take us finally to Bethany as we contemplate 
the ascension of the Saviour. 

Course 12 (ages 14, 15) 

The most famous book in the world. What is it? And 
why? October lessons in Course 12 will discuss this. 
Students will also learn of some prophecies made in 
Bible days which have since been fulfilled. What 
happens when we put new patches on old clothes? 
One class period will determine what happens when 
we try to patch something which is old and of poor 

Course 14 (ages 16,17) 

Illegal trials and packed juries decided the fate of 
Jesus. Students will follow in His footsteps to Cal- 
vary — and beyond. They will discover Him in the 
true accounts of those mortals who saw the resur- 
rected Christ. 

Course 18 (ages 18-21) 

Freedom. Equality. What more timely and significant 
topics could be found? Loyalty. Tolerance. Progress. 
These could have come right off today's headlines. 
Yet, in a deeper sense they are part of the funda- 
mental concepts of the Gospel. They give reason and 
meaning to the war in heaven, the precious price of 
liberty, of person and spirit, and the importance of 
Gospel ordinances for both the living and the dead. 
These are lesson subjects in October. 

Course 20 (adults) 

Do you have a lurking feeling which won't be ignored 
that your debt to your forefathers is neglected and 
that you really should be making a start to pay it? 
October genealogy classes will offer practical helps 
to beginners and veterans alike: A starting task 
within your reach; first things for first- and second- 
generation members of the Church; how to get the 
most value for your research dollar; what to do with 
all those unorganized notes. 

Course 24 (adults) 

There is no such thing as a self-made man! An indi- 
vidual cannot progress without help from others. 
Knowledge, materials, and other facilities do not 
exist unless many people combine their efforts to 
discover or produce them. Ordinances and sacred 
services are essential in helping people enjoy life and 
to prepare for a fulness of life in the present and 
hereafter. Things responsible for our personal devel- 
opment are the core of lessons for October. 

Course 26 (adults) 

Ancient kings called in experts to advise them, just as 
do our modern leaders. One of the expert statesmen 
that King Belshazzar of Babylon consulted was the 
prophet Daniel. Belshazzar's father, Nebuchadnez- 
zar, had consulted with God's prophet also. In addi- 
tion to classes on Daniel, the prophet-statesman, 
October lessons will feature Joel and Hosea. 

Course 28 (adults) 

Dispersion and gathering of Israel are features of Oc- 
tober lessons. Far-reaching aspects of the renewal of 
the earth will be examined also. As preparation for 
the study of the second coming, a surface explora- 
tion will be made of the Book of Mormon. 

»W. ST. .*/"■■■: :■■ ; ■:::■:■■■■■ 



Happy Birthday! 
President David O. McKay 




General Superintendency of Sunday School, 1918. David O. 
McKay, superintendent (center); Stephen L Richards, first 
assistant (left) ; George D. Pyper, second assistant (right) . 

by A. Hamer Reiser 

In honoring President David O. McKay on his 
93rd birthday, The Instructor pays tribute to a Sun- 
day School pioneer. He stands with Richard Ballan- 
tyne, George Q. Cannon, Karl G. Maeser, George 
Reynolds, George Goddard, Stephen L Richards, 
George D. Pyper, and a valiant host of their con- 
temporaries and associates who laid enduring foun- 
dations for the development of the Sunday Schools 
of The Church of Jesus Christ of Latter-day Saints. 
But many years prior to his dedicated Sunday School 
service, David Oman McKay learned the application 
of a simple yet profound truth which has been basic 
to the success of all his undertakings. 

In 1897 David O. McKay was in Scotland as a 
young missionary. I have heard him tell of the 
despair and discouragement of missionaries as they 
knocked at the doors of dwellers in the terraced flats 
in the unfriendly town of Stirling. Their practice 
was to go to the top storey and work down to the 
lower floor, trying to persuade the occupants to ac- 
cept the Church literature and listen to the message 
of the Restored Gospel. Ministers from the pulpits 
warned their people not to listen to the young Mor- 
mon missionaries. At the entrance of the terraced 
apartments, as the missionaries finished tracting, 
they would see gather the "guid" wives of the Scot- 
tish homesteads of the neighborhood. As the young 
men came to the entrance, one of the old wives 
would say, "Ye canna have any oor lassies!" Or, 

(For Course 2, lessons of October 2 and 30, "We Do Better When 
We Keep Trying" and "Helping Others Makes Everybody Happy"; 
for Course 4, lessons of September 4 and 18, "The Missionaries" and 
"Working Together"; for Course 6, lessons of October 2 and 16, 
"Jesus, the Son of God, Is Head of This Church" and "A Man Must 
Be Called of God"; for Course 18, lessons of October 16, 30, and 
November 27, "Loyalty," "Progress," and "Steadfastness"; for Course 
24, lesson of September 11, "Missionary Work and Youth"; for Course 
28, lesson of December 11, "Practical Religion — Spirituality"; to sup- 
port Family Home Evening lessons 34, 40, and 43; and of general 

perhaps, in the modern vernacular, "Mormons, go 

Determination to Be True 

The false innuendoes of this treatment, week after 
week, wounded the clean spirits of these ardent 
young men; and they became depressed and discour- 
aged. At such times it was easy to do less than their 
best as missionaries, and it was during this period of 
crisis that Elder McKay saw an unusual inscription 
in stone over the doorway of a two-storied home. So 
strongly did this inscription impress him, that it 

The "David O. McKay" stone, as it is affectionately known 
now to Latter-day Saints, was reclaimed from a demolished 
building in Stirling and stands on grounds of Scottish 
Mission Home, Edinburgh. Origin of inscription is unknown. 



changed the course of his mission and became a 
guideline for his future activities. In President Mc- 
Kay's own words: 

"When I approached near enough, this message 
came to me, not only in stone, but as if it came 
from One in whose service we were engaged: 


At that moment he determined to be true and 
faithful to his calling. He was an ambassador of the 
Lord Jesus Christ. That was his part — and that 
part he must do well. From then on, he lived among 
the Scottish people as an ambassador of Jesus Christ. 
In recalling this time President McKay has said: 

". . . What memories flood my mind. The dis- 
interest of the people at that time in the message 
we had for them, the discouragement and homesick- 
ness which overwhelmed me that morning . . . and 
then the plaque which attracted my interest and 
aroused my desire to know what was written there- 
on, and then the message that came directly to my 
soul as I read the writing on the plaque that I was 
a missionary and that I should act well my part." 

Later he was transferred from Stirling to Glasgow, 
where he became clerk of the Scottish Conference. 
He continued a memorable career as a missionary 
to the Scottish people whom he loved because they 
were his father's people. 

In 1955 I had the honor of driving President and 

Sister McKay and their party back into his old mis- 
sionary field of labor at Stirling. We spent the morn- 
ing in the famous, historic town. Guided by his un- 
failing memory we found the "digs" (rooms) where 
he and his companions had lived when they were 
young missionaries. He remembered that the build- 
ing where he had seen the inscription was on or near 
the "Back of the Castle" road. We found the road 
on a map and drove over it from its beginning, south 
of the castle, and around the full length of it; but 
President McKay did not recognize any building as 
the one having the "crisis" stone over it. We drove 
to the very end of the "Back of the Castle" road, 
where it joins the highway out of town. There, as 
we halted for a "Stop" sign, I glanced up to the 
right and saw a two-storied, stone building which 
could have been nearly a hundred years old. Over the 
doorway were the words: "What e'er thou art act 
well thy part." 

His mission to Scotland accomplished, David O. 
McKay returned to his Huntsville, Utah, home. At 
the turn of the century he married Emma Rae Riggs, 
one of the early graduates of the University of Utah. 
He had been graduated from the Normal course at 
university but postponed his professional life until 
he completed his mission. 

He started his career as a member of the faculty 
of Weber Academy, where he taught English. His 
talent for teaching brought him prompt advance- 
ment. He became principal of Weber Academy. 
(Concluded on following page.) 

President David O. McKay, 1966. 

Elder David O. McKay in Scottish mission, 1897. 



SUNDAY SCHOOL PIONEER (Concluded from preceding page.) 

Esprit de Corps 

It was while living in Ogden and teaching at We- 
ber that his career in the Sunday School began. He 
attracted the attention of Thomas B. Evans, Weber 
Stake Sunday School superintendent. Brother Evans 
was a conscientious perfectionist who took his calling 
very seriously, and he impressed his devotion to ex- 
cellence upon his stake board associates. He chose 
David 0. McKay to be one of his associates in the 
stake superintendency. Superintendent Evans seemed 
to know the talents and moral qualities of his young 
associate, for he gave him opportunity, encourage- 
ment, and loyal support to develop his ideas about 
Sunday School lesson planning and teaching, as well 
as the conducting of Sunday Schools. 

These men developed the Weber Stake Sunday 
School board as a potent model for augmenting the 
power of good example, of careful planning and en- 
thusiasm for the great art of teaching the Restored 
Gospel of Christ. They gathered around them a group 
of men and women of ability and talent, and among 
them developed an esprit de corps which spread to 
officers and teachers in the many wards of big Weber 
Stake which filled Weber County. 

Their fervor and spirit became an inspiration far 
and wide. They attracted the attention of the Sun- 
day School general board. President Joseph F. Smith, 
president of the Church and also General Superin- 
tendent of the Deseret Sunday School Union, called 
this dynamic superintendency to membership on the 
general board. 

Dynamic Ideas and Warm Talents 

Here Church-wide scope was given to the talent 
of David O. McKay. He received encouragement and 
opportunity to share the Weber Stake Sunday School 
success methods with all the stakes of the Church. 

Out of this came the clear organization of Sunday 
School stake boards and a system of sharing, lesson 
planning, and teaching on a well-organized, regular 
basis, in union (now preparation) meetings and visits 
of stake board members to the wards. 

This vigorous young man of dynamic ideas and 
warm talents literally inspired his associates. When 
President Smith withdrew as General Superintend- 
ent of the Sunday School, he called his assistant, 
David O. McKay, to be general superintendent. In 
this position General Superintendent McKay showed 
a brilliant aspect of his talent in his ability to select 
people to work with him and in his capacity to en- 
courage them to release their talents in the great 
work of the Sunday School. 

The simple truism "like attracts like" is convinc- 
ingly illustrated in the people who became members 

of the Sunday School general board at the call of 
General Superintendent David 0. McKay. These 
people were not imitators, they were innovators. 
Teacher training, parents' classes, stake board organ- 
ization, cooperative lesson planning for efficient 
teaching, union meetings, 2 ^-minute talks, visual 
aids, and superintendent's executive planning ses- 
sions are a few of the facilities and practices pion- 
eered under the guidance of this general superin- 
tendency, with the foresight and ambition of asso- 
ciates Stephen L Richards, Howard R. Driggs, Judge 
Henry H. Rolapp, Adam S. Bennion, Milton Bennion, 
George D. Pyper, and many other eminent members 
of the general board. 

A Monument to His Excellence 

The present excellent status of Sunday Schools 
of the Church is a monument to the wisdom, vision, 
and thoroughness of General Superintendent Mc- 
Kay, just as the status of the Church during his 
administration as President shows this same wisdom, 
vision, and thoroughness. 

What are the components of David O. McKay's 
talent for motivating and inspiring the confidence 
of people? Clear to everyone is his physical appear- 
ance. Tall, handsome, immaculate, courageous, 
keenly sensitive, true and respectful of people, he 
draws people to him irresistibly. 

In the minds of thousands of people he is a 
father image to whom every conceivable kind of 
problem can be addressed. Obedient to his firm re- 
spect for the order of the Church, his counsel to 
members has always been to use the established 
order, to go to bishops and stake presidents, and to 
rely upon the Lord. His advocacy of overcoming the 
animal nature and cultivating the spiritual nature; 
his encouragement of self-control and of reliance 
upon the Lord; his advice to reject self-pity; and his 
oft-repeated encouragement to become "partakers of 
the divine nature" are familiar themes of his advice 
to individual members of the Church. These, too, 
are the burden of his public addresses. 

David O. McKay is a powerful and exemplary 
witness of the existence of God the Father and of 
His Son, Jesus Christ, the Saviour and Redeemer of 
the world. His testimony that the world will have 
peace when it obediently and reverently honors the 
Lord Jesus Christ has been declared to the world's 
millions on innumerable occasions through radio and 
television broadcasts, and by his written words in 
letters, magazines, newspapers, and books. His real 
influence will live long after he has departed mor- 

Library File Reference: McKAY, DAVID O. 



And again, inasmuch as parents have children in 
Zion, or in any of her stakes which are organized, 
that teach them not to understand the doctrine of 
repentance, faith in Christ the Son of the living God, 
and of baptism and the gift of the Holy Ghost by 
the laying on of the hands, when eight years old, the 
sin be upon the heads of the parents. (Doctrine and 
Covenants 68:25.) 

Photo, by Harold M. Lambert Studios. 


by 0. Claron Alldredge* 

Of all the influences in a child's life, I have 
learned that the home is, without question, the most 
important. From the home and family, children gain 
their earliest impressions — the ones that are lasting 
and critical in determining lifelong attitudes. 

(For Course 6, lessons of November 13 and December 18, "We 
Follow the Counsel and Advice of Our Church Leaders" and "What 
It Means To Be a Latter-day Saint"; for Course 18, lessons of October 
30 and December 11, "Progress" and "Eternal Life"; for Course 24, 
lessons of November 6 and 20, "A Good Home for Youth" and "The 
Home and Personality Growth"; for Course 28, lesson of December 4, 
"Practical Religion— Home and Marriage"; to support Family Home 
Evening lessons 33 and 44; and of general interest.) 

*0. Claron Alldredge is bishop of Colonial Hills Ward, Hillside 
Stake, Salt Lake City. He served as high councilman for 17 years in 
this stake. Born in Magna, Utah, he earned a B.S. degree from 
University of Utah (1936) and served in the South African Mission 
(1936-1938). Brother Alldredge was a U. S. Navy officer in World 
War II. He married Helen Hunter, and they have five children. 

Families are the nurturing centers for human per- 
sonality. More than any other association in the 
entire society, families are held responsible for the 
well-being of their members. It is within the family 
that the child is born, nurtured, taught, socialized, 
matured, and released to start a family of his own. 
No other social group receives the child so young, 
relates to him so intimately, interacts with him with 
deeper and more lasting emotion, influences his be- 
havior so profoundly, or has continuing contact with 
him over so long a period. 1 

Let us examine the home life and activities of 
children who have been reared in the same com- 
munity, attended the same schools, and been ex- 
posed to the same religious training. The following 
cases may seem to be generalizations, but they are 
drawn from true experiences with young people and 
their families. The names are fictitious. 

While interviewing Bob for baptism, I was de- 
lighted to learn that this young boy not only knew 
the difference between right and wrong and the true 
meaning of baptism and confirmation, but he also 
could say, "I want to receive the priesthood, live 
worthy to serve a mission, and some day marry in 
the temple." Where did a boy just turning eight get 
such meaningful ideas? Undoubtedly they came from 
his home. Many basic concepts are implanted in 
children before they reach five or six years. 

Bob's mother and father are active Latter-day 
Saints. They serve the Church and the community 
in many ways. They teach their children the Gospel 
in the home, and they attend Church services with 
their family. The other brothers and sisters are also 
devoted to the Church and its teachings. From pres- 
ent observations, the outlook is bright that these 
children, who vary in age from 4 to 18, will con- 
tinue to be outstanding members of an exemplary 
Latter-day Saint family. 

Children Reflect Parental Example 

Tom, his brother Dick, and their sisters were 
fairly regular in attendance at Sunday School and 
Primary, possibly because their young friends attend- 
ed. When the boys reached Aaronic Priesthood age, 
their attendance became less frequent. They had 
dropped out of Church completely by the time they 
were 16. Now they both drink and smoke, and from 
all appearances the Church means little or nothing 
to them. Both parents have been totally inactive for 
many years. Neither attends Church nor participates 
in its activities, and each has a Word of Wisdom 
problem. Tom and Dick and their sisters have ac- 
quired about the same personal habits as their par- 
ents. It is hard to imagine that these boys and girls 
will change very much. Rather, it is reasonable to 
(Concluded on page 339.) 

Evelyn Millis Duvall, Family Development; J. B. Lippincott Com- 
pany, Philadelphia, Pa., 1962; page 29. 



Eighth Article on Worship To Support the 1966 Sunday School Conference Program 

Worship Should "Carry Over 

to the Classroom 


by Superintendent Lynn S. Richards 

We understand now better than ever before that 
worship is an individual act resulting from inter- 
spiritual action. The teacher who is sensitive to the 
moods and feelings of individual members of his 
class has the best chance of building upon the spiri- 
tual experiences of the individual in the worship 

Every teacher has a right to assume that every 
student comes to Sunday School with a purpose. 
In the beginning God said, 

. . . We will make an earth whereon these may 
dwell; And we will prove them herewith, to see if 
they will do all things whatsoever the Lord their 
God shall command them . . . and they who keep 
their second estate shall have glory added upon their 
heads for ever and ever. (Abraham 3:24-26.) 

It is hoped that this is why we come to Sunday 
School — to learn the commandments God gave us 
by which we are to live. Let us consider a few of the 
methods at hand for carrying over the individual 
spiritual experiences enjoyed in the worship service 
into the classroom. 

Every teacher ought to be at the threshold of 
his classroom to greet each student in a kindly, 
understanding, and soft-spoken manner. We would 
not offend one who had a deeply moving spiritual 
experience in the worship service by a jocular or 
over-zealous, back-slapping greeting. 

It is wise to hold a council with class officers. 
They need to share our feelings concerning spiritual 

One difficulty in teaching the principles of the 
Gospel to our members is that some principles are 
easy to understand, while others are more complex 
and obscure. The challenge to the teacher is to hold 
the interest of his students during the time it takes 
to explain the more complex principles. 

Sunday School time is very limited. Fortunate 
indeed is the teacher who can distinguish between 
the important and not so important things of life. 
The most important task of the Sunday School 
teacher is to teach the principles of eternal life and 
salvation to his class in such a way that members 
will understand and live them. 

Our obligation, then, is to build on the spiritual 
experiences of the worship service in an interesting 
manner, in order to enhance and develop an under- 
standing of the importance of the principles of the 

A direct approach to the individual's problems 
is often best. This allows the student to contemplate 
the answers in the light of his inner feelings. Often 
this direct approach can be effectively employed by 
the use of the chalkboard. When interest is stimu- 
lated, students will eagerly watch the teacher write 
statements of objectives, searching questions, or in- 
teresting facts on the chalkboard. Also, many teach- 
ers have learned from experience that short, written 
statements of objectives or questions circulated 
among the class members will hold their interest. 

The aim of the teacher is to stimulate an ex- 
pression from the student that will build upon his or 
her experience in the worship service, or on any past 
spiritual experience. Sometimes the experience may 
not have been spiritual, and the student seeks an 
explanation. We are, therefore, discussing his feel- 
ings and convictions concerning these fundamental 
truths of the Gospel by which we live. What is our 
purpose? This inquiry prompts us to a searching of 
our feelings. This is the area that concerns most 
students. Sometimes our yearnings do not conform 
to our convictions. When we are through dis- 
cussing a given principle in class, we should then 
know its practical application. 

The application of the Sunday School lesson thus 
comes into focus. We see why so much stress is 
placed upon the importance of this overriding prin- 
ciple of teaching. How do we feel individually about 
the principle of the Gospel that we have been dis- 
cussing this day? If there has been developed, 
through the worship service and the class discussion, 
a conviction within the student that he will go forth 
today, not at some indefinite time in the future, but 
today and tomorrow and try to make application in 
his life of the principle concerning which he has a 
conviction, then we know that there has been some 
"carry over" of spiritual conviction from the worship 
service to the classroom. 



For some teachers, the ability to stir inner con- 
victions of class members to an application in their 
daily lives comes easily. For other teachers this is 
more difficult. It is they who are eager to study the 
principles of Teaching the Gospel by Asahel D. 
Woodruff, or Teaching as the Direction of Activities 
by John T. Wahlquist, and other teachers' guides. 
No matter how obtained, the teacher ultimately 
comes to the conclusion that it is only by obedience 
to law that we gain blessings. That is what the 
Lord said: "There is a law, irrevocably decreed in 
heaven before the foundations of this world, upon 
which all blessings are predicated — And when we 
obtain any blessing from God, it is by obedience to 
that law upon which it is predicated." (Doctrine 
and Covenants 130:20-21.) 

These eternal principles by which we live are 
important to us; all else is relatively less important. 

These are the principles by which we wish to 
guide our members in the worship service, and which 
they should carry with them into the classroom, 
and from the classroom into their lives. 

Library File Reference : TEACHERS AND TEACHING. 


To adult classes and to youth, 

Teachers have this obligation: 
To teach the Gospel's revealed truth 

Not man's interpretation. 
Our Saviour set the pattern 

With His messages divine, 
And even He was known to say, 

"This doctrine is not mine." 

— Hazel M. Thomson. 


I've learned, O Lord, and not in vain, 
Since Thou hast helped my fight, 
That souls can shrink in lonely pain 
Or grow to greater might. 

I've learned to see through sorrow's gloom 

That Thou art ever there; 

My spirit knows it has not room 

For Thee and for despair. 

I've learned, O Lord, what Thou wouldst teach, 

I pray to learn more still. 

For knowledge gained, or yet to reach, 

I pay Thee with my will. 

— Margaret E. Singleton. 

\ WATCHED THEM GROW {Concluded from page 337.) 

assume they will reflect the example of their parents. 
Harry was a boy who always seemed to have 
trouble getting along. He had problems with his 
classmates, his teachers, and his parents. His Church 
activity was spotty and infrequent. Harry's father 
was "offended" many years ago and has not attended 
Church since. His mother has some limited church 
activity but says she could never "reach the boy." 
Harry finally dropped out of high school and joined 
the armed services, where he learned to smoke. After 
a few years he married in a civil ceremony and pres- 
ently has little or no connection with the Church. 

In the words of President David 0. McKay: 

"The home is the best place in the world to teach 
the child his responsibilities, to give him happiness 
in self-control and respect for the rights of others. 
Unhappiness in the child's life, as in the adult's 
life, springs largely from nonconformity to natural 
and social laws. The home is the best place in which 
to develop obedience, which nature and society will 
later demand. 

"It is easy to understand, then, how the home 
contributes to the happiness of the child. First, by 
teaching obedience; second, by teaching him to be 

considerate of the rights of others; third, by being 
a place where confidence and consolations are ex- 
changed; and, fourth, by being a place which serves 
as a haven of seclusion and rest from the worries and 
perplexities of life. Such a home is possible. There 
are thousands of such homes in the Church. From 
those homes go the future citizens of America. Upon 
every Latter-day Saint rests the responsibility of 
developing just such a home." 2 

It has been my experience, when interviewing 
young people for baptism, graduation from Primary, 
advancement in the Aaronic Priesthood, and temple 
recommends for marriage, that a good Latter-day 
Saint home, operated according to the principles of 
the Gospel, will generally produce children whose 
lives will conform to Gospel principles. 

Over the twenty years I have watched children 
grow, in the ward and stake in which I reside, it is 
apparent to me that the home is the greatest de- 
termining factor in training children "to walk up- 
rightly before the Lord." (Doctrine and Covenants 

s"The Home and the Church," by President David O. McKay, 
The Instructor, March, 1964, pages 89-90. 
Library File Reference: FAMILY LIFE. 



Calling all Sunday School workers . . . 


. . offers challenging, informative sessions 

Circle September 30 as a very 
important date on your appoint- 
ment calendar! That is the date 
of the first Church-wide Sunday 
School conference. Stimulating, 
inspirational sessions are sched- 
uled for every course and special 
department in the Sunday School. 
Sunday School workers will want 
to plan early to get to Salt Lake 
City at conference time for these 
important meetings. 

You are invited! 

All stake Sunday School super- 
intendences, stake board members, 
and high councilmen working with 
the Sunday School are urged to 
attend. Ward Sunday School offi- 
cers and teachers are especially 
invited. All Sunday School work- 
ers will find the sessions most 
helpful in their work. 

No departmental work is sched- 
uled on Friday evening, Septem- 
ber 30 for superintendencies and 
Junior Sunday School coordina- 

J jHnj.n.i'y™"""'^. 

"C& >c«*--k>*s->, 

Keith E. Montague, partner in the art 
studio of Bailey and Montague, will 
demonstrate chalk-talk teaching tech- 
niques for Courses 24 and 25. 

Dr. Harvey L. Taylor, Administrator of 
Church Schools, will discuss opportuni- 
ties of Courses 10 and 11 teachers to 
influence the lives of boys and girls. 

tors, in order to permit them to 
attend the department or course 
session of their choice. The ses- 
sions regularly scheduled at con- 
ference time for stake superintend- 
encies and stake Junior Sunday 
School coordinators will be held on 
Sunday afternoon, October 2, fol- 
lowing the last session of general 

Instructor Use representatives 
from the general board will attend 
each of the Friday night depart- 
mental sessions. A special break- 
fast meeting is planned at 7:15 
a.m. on Saturday, October 1, for 
stake superintendents and stake 
Instructor Use Directors. 

Concluding event on the pro- 
gram for all participants will be 
the traditional Sunday School 
Conference in the Tabernacle Sun- 
day evening, October 2, at 7 p.m. 

Planning Committee: 

Elmer J. Hartvigsen, chairman; Oliver 

R. Smith, G. Robert Ruff, A. Hamer 

Reiser, Margaret Hopkinson, Donna D. 


Departmental sessions offer 
teaching helps 

All departmental sessions will be 
under the direction of Sunday 
School general board committees 
who have been working for weeks 
to build programs that will provide 
helpful, practical demonstrations 
of teaching excellence, source ma- 
terials (including The Instructor) , 
and visual aids. Prominent guest 
specialists will assist general board 
members in several departments. 

New 8-nionth courses for '67 
will be discussed 

Several course sessions will dis- 
cuss handling of the new 8-month 
course of lessons for 1967, planned 
to harmonize with the program of 
the Church Correlation Committee. 

Except for The Instructor de- 
partment, the sessions will be held 
between 7:00 and 8:45 p.m. the 
evening of Friday, September 30. 
Sessions will be scheduled in some 
18 different locations throughout 
Salt Lake City. Complete details 
on locations and programs for the 
various departmental sessions will 
be mailed to all stake superintend- 

A date you won't want to miss: 

Friday, September 30 

7:00 to 8:45 p.m. 

Sunday School Conference 
Departmental Meetings 

Sessions for each course and 

department in the Sunday School. 

Watch announcement brochures sent to 

stake superintendents for details as to 

locations and programs for 

each department. 




for each course and department 

Highlights from Tentative Departmental Programs 


Board Member 
in Charge 

Program Highlights 

Course 1 
"A Gospel of Love" 

Course la 

"Beginnings of Religious 


Edith Nash 
and Committee 
Jane L. Hopkinson 
and Committee 

Dr. Elliott Landau of the University of Utah will discuss char- 
acteristics of the 3- and 4-year-old children and how they learn. 
Music in the classroom and use of manual and picture packet 
will be discussed. 

Course 2 

"Growing in the Gospel, 

Part I" 

Course 3 

"Growing in the Gospel, 

Part II" 

Lucy Picco 
and Committee 

Talks by parents on how Junior Sunday School can benefit 
their children will lead into new lesson programming for 1967. 
There will be a demonstration on the use of music in the 

Courses 4 and 5 
"Living Our Religion" 

Mima Rasband 
and Committee 

Sunday School teacher should awaken to her opportunities and 
responsibilities. Discussion, dramatization, and demonstration 
will show: How to prepare inspirational presentations; use of 
music in classroom; understanding of 7- and 8-year-old children. 

Course 6 

"What It Means To Be 

a Latter-day Saint" 

Course 7 

"History of the Church 

for Children" 

Edith B. Bauer 
and Committee 

Daniel A. Keeler, former general board member and author of 
Course 7 manual, will speak. A demonstration with children of 
effective teaching methods and materials will be presented and 

Course 8 
"Old Testament Stories" 

Course 9 

"Scriptural Lessons in 


Bertrand F. Harrison 
and Committee 

Dr. Victor B. Cline will discuss characteristics of 11- and 12- 
year-olds and appropriate teaching methods. A guest speaker 
will discuss some of the challenges and opportunities for teachers 
of these age groups. 

Course 10 

"Life of Christ" 

Course 11 

"History of the Restored 


Bertrand A. Childs 
and Committee 

Dr. L. R. Lindeman, with Utah Department of Public Instruc- 
tion, will discuss principles and techniques as applied to specific 
lessons. Dr. Harvey L. Taylor, administrator of Church schools, 
will discuss opportunities of dedicated teachers. 

Course 12 

"Church of Jesus Christ 

in Ancient Times" 

Course 13 

"Principles of the Restored 

Church at Work" 

Anthony I. Bentley 
and Committee 

A panel of outstanding teachers will discuss "Good Teaching 
Techniques in the Gospel." This will lead into a question and 
answer period. 

Course 14 
"Message of the Master" 

Course 15 
"Life in Ancient America" 

Leland H. Monson 
and Committee 

Dr. Evan J. Memmott will discuss stake board member activities. 
Dr. Leland H. Monson will talk on learning goals and teaching 
techniques. A third speaker will discuss "Ignoring God's Way of 
Righteousness." Exhibits will highlight teaching aids. 

Course 18 
"Christ's Ideals for Living" 

Course 19 
"The Articles of Faith" 

Thomas J. Parmley 
and Committee 

Preview of course by Supt. David Lawrence McKay. Panel dis- 
cussion, followed by group "think" sessions, will aim at solving 
some of the non-attendance problems of this age group. Con- 
cluding speaker will be Elder Boyd K. Packer. 

Courses 22 and 23 
"Teaching the Gospel" 

_ . . — 

Asahel D. Woodruff 
and Committee 

Inspirational charge and overview of year's work will be followed 
by a "Spotlight on Teaching." Emphasis will be on the shift from 
telling to showing . . . and ways of helping the teacher arouse 
the class. 

(Concluded on page 343.) 



A teacher tells the joy 
of planting Gospel seeds . . . 



by Jean Binnie' 

Art by Dale Kilbourn. 

Lately I have had the opportunity of consider- 
ing again my choice experiences through entering 
the world of childhood, through seeing again "the 
morning time of life when all is change and wonder 
— a timeless place where minutes are not numbered 
and hours are sweet with the joy of exploring, reach- 
ing, touching, hearing, learning ... of sharing hours 
with them . . . the passing dreams — of becoming a 
part of the tender times of innocence that remains a 
part of us forever." 1 

Let me take you back many years ago, to a little 
red church house and a small classroom which bore 
the signs of those who had gone before. I was there 
as an extremely inexperienced, ill-prepared teacher, 
facing her first Sunday School class. I felt exactly 
like the Little Red Hen as thirty-five pair of eyes 
looked into mine, thirty-five pair of hands stopped 
playing with the reinforcements they had stuffed 
into their pockets to sustain them through the long 
hour of Sunday School, and thirty-five pair of ears 
cocked toward me with the intention of catching at 
least my first words, and thirty-five youngsters 
silently asked of me the same thing: love me, 
teach me. Like the Little Red Hen I asked myself, 
who will help me plant? Who will help me plant 
the most important seeds of life in these young 
tender hearts — the seeds of a testimony of the Gos- 
pel of Jesus Christ. Who will help me nourish the 
seeds until they sprout and take root and are able 
to direct the actions of the children? 

The Gospel is like a coin. It has two sides. There 
is the learning-hearing side and the doing side. 

I almost gave up teaching that first Sunday be- 
cause one of the first things I learned about myself 
was how little patience I had. My frustration level 
is quite low. Had it not been for the strength I 
received by taking my problems to my Heavenly Fa- 
ther, I would never have had the courage to continue. 

Teachers, I have discovered, are very much like 
dairy farmers whose cows just won't stay milked. 
Teachers can never assume they have put over the 
objectives of the lesson until they have heard the 
playback — until the class has repeated what they 
have learned. A teacher was telling her class about 
Lot's wife looking back and turning into a pillar of 
salt. Little John could hardly wait for her to call 
on him before he blurted out, "Teacher, my mother 
looked back when she was driving the car and she 
turned into a fence." The playback from the children 
is extremely important. 

*Jean Binnie teaches the first grade in the Ogden City Schools, 
also Sunday School in Mount Ogden Ward, East Ogden (Utah) 
Stake, and serves in the stake MIA presidency. Sister Binnie earned 
a bachelor degree (1949) and a master of education degree (1964) 
from Utah State University. This article was a stake conference 
report on teaching. 

iJoan Walsh Anglund, Childhood Is a Time of Innocence; Har- 
court, Brace. 



The Doing Stage 

Besides taking time to listen to the children, a 
teacher must take a lesson from the Indians. "One- 
shot" approaches to our subject often fail. The 
Indians, realizing this, planted four seeds in each 
hill — one for the blackbird, one for the crow, one for 
the cutworm, and one to grow. I was once told that 
what a child hears, he may forget or misinterpret; 
what a child sees and hears, he may remember; but 
what a child lives, he knows. The great challenge, 
the enjoyment of teaching Sunday School, comes 
when we try to bring the principles of the Gospel 
from the hearing-seeing stage to the doing stage. 

Every June and July for the last ten years I have 
crossed the plains with my Sunday School class. 
Realizing that these youngsters do not have a clear 
vision of the hardships endured by the Saints, I asked 
my class what was here today that was not here 
when the Pioneers came. One little girl came up 
with the whole essence of the Sunday School pro- 
gram when she merely answered: "Me!" 

Important Words of Living 

The finest dividends our Heavenly Father can 
offer us come when we work with His little "Me's" 

to help them build into their lives the important 
words of living — faith, repentance, dependability, 
and integrity. What a great dividend a teacher re- 
ceives when she helps the little "Me's" in her class 
understand that the principles of the Gospel of Jesus 
Christ are more necessary for their happiness than 
mink coats, wall-to-wall carpeting, or a Duesenburg. 
A teacher is amply repaid when her little "Me's" 
learn that knowledge and understanding of their 
Heavenly Father is far more important than all the 
advanced educational degrees the world can bestow. 
When her little "Me's" feel that the privilege of bear- 
ing brother or sister before their name is far greater 
than the Ph.D.'s or M.D/s or any combination of 
alphabet letters trailing after their names, the teach- 
er has succeeded. 

Through teaching, I have felt the satisfaction of 
participating in the work of the Church, the build- 
ing of the kingdom, and the joy of investing myself 
in the lives and happiness of others. 

Every teacher should pray that the Lord will 
aid him in acquiring and maintaining spiritual fit- 
ness, that he might be able to continue to plant the 
seeds of the Gospel in the hearts of the very young. 

Library File Reference : TEACHERS AND TEACHING. 



Board Member 
in Charge 

Program Highlights 

Course 24 
"Parent and Youth" 

Course 25 
"Gospel Living 
in the Home" 

Camille W. Halliday 
and Committee 

Alice S. McKay, social case worker, will discuss "Changes in 
Family Living Today." Keith E. Montague, prominent artist and 
art director, will demonstrate "How to Give a Lesson with Chalk 
Talk and Other Visual Aids." James Tolman will tell "How to 
Organize Family Relations Classes." 

Course 26 
"Old Testament Prophets" 

Course 27 

"Gospel in the Service 

of Man" 

Carl J. Christensen 
and Committee 

Lewis J. Wallace will discuss "How to Build Attendance"; Ralph 
B. Keeler will talk about "Meaningful Preparation"; and Neal 
A. Maxwell will cover "Preparation for the 1967 Course." 

Course 28 

"A Marvelous Work 

and a Wonder" 

Course 29 

"The Articles of Faith" 

Joseph Fielding 
Smith, Jr. 
and Committee 

Representatives of Priesthood Missionary, Home Teaching, and 
Aaronic Priesthood Adult Committees will discuss correlation 
of Gospel Essentials classes with the objectives of the committees. 

Junior Sunday School 

Vernon J. LeeMaster 
and Committee 

Presenting Hymns of the Month for 1967 with Gospel concepts. 
Introducing a collection of reprints from The Instructor. Selec- 
tion and analysis of appropriate music for prelude. 

Senior Sunday School 

Alexander Schreiner 
and Committee 

Some of the finest musicians in the Church will conduct model 
hymn practices and will review recommended techniques for 
Sunday School choristers and organists. 


Herald L. Carlston 
and Committee 

"Secretarial work made easier and more effective" will be 
covered, with emphasis on record keeping as an important ad- 
ministrative tool. 


J. Holman Waters 
and Committee 

Displays and discussion will feature teaching aids for adult 
classes, new periodical index for all Church publications, recom- 
mended classification and filing systems. 

Instructor Committee representatives will be present in all of above sessions. Instructor Use Directors 
are urged to attend session of their choice on Friday, plus special breakfast meeting Saturday, October 1, 
at 7: 15 a.m. expressly for stake IUD's and stake Sunday School superintendents. 




. . . But The Greatest 
of These Is Love 

by D. Max Lawrence' 

Alice was only six years old when her mother 
died. When her father remarried and Alice acquired 
a stepmother, the new environment was not a happy 
one. The child missed her natural mother greatly 
and was not happy with her new mother. After four 
years of an unpleasant relationship, Alice was sent 
to live with an aunt. Alice is older now, but that 
experience made a deep impression on her life. She 
vowed then that if ever the opportunity came for 
her to help another child, she would be as kind as 
she knew how to be. She would never send the child 
to live with someone else. 

Alice grew up and married Tom; and it was 
doubtless her own childhood experiences that taught 
her understanding and gave her the strength to rear 
her own family in later years. 

Two Prayers 

As year after year passed, Alice and Tom kept 
hoping and praying for children, but none came. 
After 13 years, they sadly faced a future of being 
only "half" married, for they felt that to have the full 
joy of married life and to fulfill the measure of their 
creation, they should have children. 

One day Tom left the house on an errand, and 
Alice was left home alone. The thought of not hav- 
ing children bore heavily on her mind. In humility 
and with a sincere heart, she knelt beside her bed 
and sought the Lord in prayer. The prayer was 
based on years of faith and service in the Church. 
Alice covenanted with her Heavenly Father that if 
He would allow her to have a child, she would rear 
it to be faithful in the Gospel. 

As Tom drove home from his errand, he, too, 
pondered the lack of children in their home. Coming 
to a vacant street, he pulled the car over to the side 
of the road and bowed his head in prayer. He asked 

{For Course 1, lessons of September 18 and 25 and November 20, 
"We Are Learning To Be Kind to Each Other at Home," "We Are 
Learning To Be A Kind Brother arid Sister," and "There Is Love in 
My Family for Me"; for Course 2, lessons of December 11 and 18, 
"Love Makes Us Want To Share" and "We Show Our Love When 
We Are Kind"; for Course 4, lessons of September 18 and November 
6, "Working Together" and "Jesus Told Stories"; for Course 6, lesson 
of December 18, "What It Means To Be a Latter-day Saint"; to 
support Family Home Evening lessons 34, 42, and 44; and of general 

the Lord to bless him and Alice with children in 
their home, and he promised to do his best to rear 
them as faithful Latter-day Saints. Tom pulled the 
car away from the curb at almost the same instant 
Alice rose from her knees in prayer at home. 

Bill and Mike 

A few days later the bishop asked Alice to come 
to his office. There he asked her if she would like 
to adopt a child. The answer was immediate. 

"Oh, yes!" 

"Would you like a boy?" the bishop asked. 


"Would you accept an Indian boy?" 

"Of course," came the reply. "He's a boy, and 
I'd love to have him." 

"There is only one more thing — this boy was 
stricken with polio when he was two years old. He 
will spend his life in a wheelchair." 

There was still no hesitation. To Tom and Alice, 
this boy was the answer to their prayers. 

When Bill came to live with them, he was eleven 
years old, a shy child who expressed himself with 
difficulty. He spoke only when it was absolutely 
necessary, and even then it was not with ease. He 
did not know how to apply himself at school, and 
received low grades. This increased his discourage- 
ment, and he considered himself a failure and with- 
drew more and more from those around him. 

Almost a year later, Alice and Tom received an- 
other phone call. The adoption agency had called 
to ask if they would like another boy. 

"Oh, yes!" came the immediate reply. 

"He is another Indian boy." 

"He's a boy, isn't he? Of course, we would like 

Mike had been bom blind. He was 13 years old 
when he came to live with Alice and Tom, and he, 
too, had some problems. Where Bill was shy, Mike 

*D. Max Lawrence earned a bachelor's degree from Br,igham 
Young University (1957); a master's degree in educational adminis- 
tration from University of Utah (1962). Born in Idaho Falls, Idaho, 
he now lives in Kearns 13th Ward, Kearns North Stake, where he 
is stake Sunday School superintendent. He filled a mission in the 
New England States (1949-51). He married Conni Christensen. a 
convert from Denmark. They have four daughters. 



Art by Ron Wilkinson. 

Mike, who is blind, pushes Bill, who cannot walk, in his 

wheelchair. In this way they both participate in Church 

functions and Scouting activities. 

was aggressive. He was very demanding. And when 
he could not get his own way, he had tantrums. He 
was prone to destroy things he didn't like. He took 
things that didn't belong to him. One time, in anger, 
he tipped over the china closet and broke the expen- 
sive china inside. He poked holes in the radio speak- 
er, and he tore his bed sheets to shreds. Tom and 
Alice wondered what could be done with him. 

They concluded that he needed to be treated as 
other children. He needed to be given work and re- 
sponsibility to keep him busy. They assigned chores, 
and gradually he learned to help rather than hinder. 

Time passed. Bill and Mike became Boy Scouts 
and then Explorers. They participated in fund-rais- 
ing projects. Mike became a terrific salesman. They 
went together selling candy, greeting cards, and 
other things to help their troop raise funds. They 
have learned to help each other. Mike, who cannot 
see, pushes Bill, who cannot walk, in his wheelchair. 
Bill guides the wheelchair so Mike won't stumble and 
warns him of obstacles. You can see the two of 
them any Sunday morning on their way to priest- 
hood meeting or Sunday School. Or you can see 

them any Sunday afternoon on their way to sacra- 
ment meeting. 

Several weeks ago I attended Sunday School in 
their ward. Bill and Mike, both priests, were assist- 
ing in the administering of the sacrament. Bill picked 
up the trays and handed them to Mike, who, in 
turn, handed them to the deacons. As Bill stood to 
hand Mike the sacrament trays, he supported him- 
self with one hand on the bench while guiding the 
tray to Mike's outstretched hand with the other. 
It was an inspiration to watch them. 

Mike doesn't have tantrums often any more. He 
has learned to control himself, and he isn't as de- 
manding as he used to be. Mike has helped Bill, 
too. Through their experiences of working together, 
Bill isn't as shy as he used to be. Formerly he re- 
ceived C's and D's on his report card, but he is now 
a consistent A and B student in high school. 

During the week Mike attends a special school 
for the blind. Bill has helped Mike achieve higher 
grades in school by helping him at home on weekends. 

Bill's great desire in life is to become a compe- 
tent architect. He firmly believes he has a mission 
in life and is working to fulfill it. 

He is secretary of his priest's quorum. He is also 
vice president of his seminary class and president of 
his Sunday School class. He has even taught a class 
in Sunday School. 

Parents in The Name of Love 

Since Bill and Mike have come to live with them, 
Alice and Tom have acquired three more children: 
two girls, whom they have adopted, and one other 
Indian boy, who also came to them physically handi- 
capped. Through great faith in the home and the 
administration of the elders, this third boy has since 
become well and whole. 

These remarkable parents are keeping their prom- 
ise to the Lord to rear their children in the Gospel. 
Truly the Lord has answered their prayers, as He 
always does to those who seek Him in righteousness. 
Alice and Tom have truly lived the admonition of 
the Lord when He said: 

. . . Thou shalt love the Lord thy God with all thy 
heart, and with all thy soul, and with all thy 
strength, and with all thy mind; and thy neighbour 
as thyself. (Luke 10:27.) 

. . . Whatsoever ye would that men should do to 
you, do ye even so to them. . . . (Matthew 7:12.) 

Library File Reference: LOVE. 



Twenty-first in a Series To Support the 
Family Home Evening Program 

Photo by H. Armstrong Roberts. 

Experiences of a Seminary Teacher as told to 
Reed H. Bradford 


"I am a Seminary teacher. 1 My phone rang Sat- 
urday morning at 6:30 a.m. I was not asleep al- 
though I was lying in bed. I answered the phone and 
a young lady's voice asked, 'Brother Johnson?' 

"I said, 'Yes.' Then she began to cry. She told 
me her father had had an operation and was recov- 
ering well when he suddenly had a relapse. They had 
received an urgent call from the doctor that morning 
stating that her father's heart had stopped and 
he was being kept alive by artificial stimulants. Since 
today was our Seminary Red Letter Day — the day 
on which we have many important events — she won- 
dered whether she should go to the hospital with her 
mother or come to the Seminary program. I told 
her that I could not make that decision for her; she 
herself, with the Lord's help, would have to decide 

(For Course 18, lessons of October 16 and November 20, "Loyal- 
ty' and "Worship"; for Course 24, lessons of November 13 and 20, 
"A Good Home for Youth" and "The Home and Personality Growth"; 
for Course 28, lessons of December 4, "Practical Religion — Home and 
Marriage"; to support Family Home Evening lessons 37 and 44; and 
of general interest.) 

!Clark V. Johnson, Malad, Idaho. 

what was right. She thanked me and told me she 
would call later and tell me what her decision was. 

"I was getting ready to go to Seminary when my 
two-year-old son came bounding into the room call- 
ing, 'Daddy, Daddy.' His eyes were shining as he 
took hold of my hand and pulled me down to his 
level. Then with his big brown eyes looking directly 
into mine, he said, 'Daddy, I woves you.' For a 
moment I gazed deeply into the smiling, radiant 
face and eyes of the precious gift God gave to me. 
Then I said, 'Daddy loves you very much, too, Paul.' 
I remembered the phone call I had received that 
morning and hugged my son very close to me. 

"I did not receive the promised phone call, but 
as I went to board the bus, I saw her coming with 
tears running down her cheeks. We boarded the 
bus and set off for Seminary. 

"A very important part of our Red Letter Day is 
a meeting where juniors from several different schools 
meet and bear their testimonies. As usual many of 
the young men and women expressed gratitude and 
love for their parents. I was very much concerned 
when the young lady who had called me arose to 
bear her testimony. In part, she said, 'Oh, how I 
wish I were able to tell my father that I love him. 
You see, parents are human, too. They need to know 
they are loved and needed. I took Daddy for granted 
because he has always been there.' 

"She will not have a chance on this earth to 
carry out her wish because her father died early 
the following morning." 

• • • 

"I am a counselor. I have the opportunity of 
talking to many young teenagers with problems. I 
try to determine their relationship with their par- 
ents. Too many times when I ask if they have dis- 
cussed their problem with Mother or Father I hear 
something like this: 'No, Dad and Mother don't 
have enough time. They don't really seem interested 
in what I do. I can't talk to them about problems 
like this.' On the other hand, there are some like a 
young 17-year-old girl whose mother died a few 
months previously who said, 'I know my mother 
loves me. We were so close. I could talk to her about 
anything, and she always tried to understand. She 
never condemned me or preached to me, but tried to 
teach me the meaning of the principles of the Gos- 
pel.' " 

• • • 

"There is a place in the mountains, not far from 
my home, where I visit often to reflect, evaluate, and 
pray. It is a beautiful place. I see the carpet of green 
upon the mountains and listen to the rustle of the 
leaves, gaze at the blueness of the sky and the white- 
ness of the clouds, and I experience something of 



heaven. The other day while I was there, I asked 
myself this question. 'How important are my chil- 
dren to me, both now and in the future?' I came to 
the conclusion that after all the debts are paid, 
the college degrees earned, and the cars and the 
house are gone, I will find that, as I face my Father 
in heaven again, nothing will give me greater joy 
than my family. When I came down from the moun- 
tain and entered my house, my 4 -year-old daugh- 
ter ran to me and kissed me. 'I love you very much/ 

I said." 

• • • 

Expressions of thankfulness, appreciation, and 
love bring joy to the receiver because they are indi- 
cations of the concern and devotion of the giver. We 
each must discover how to express love for another. 

To be significant, the meaning must be genuine. An 
expression of love, or gratitude, or concern has its 
greatest impact when it is unexpected. This is a 
true indication that another thinks of you not as a 
matter of form or duty, but because he has daily 
concern for you. The other day I was in my office 
when my wife telephoned me. The day had been a 
busy one with many problems and considerable dis- 
couragement. "I just wanted to tell you how much 
you mean to all of us," she said. "Hurry home to 
dinner. I cooked your favorite pie." My heart was 
filled with gratitude. 

Time is precious; it passes quickly, but there is 
enough of it to let others know how much we appre- 
ciate and love them. 

Library File Reference: LOVE. 


This is a supplementary chart to help teachers find 
good lesson material from past issues of The Instructor. 
Available magazines are 35 tf each. Reprints of many center 
spread pictures (and flannelboard characters since May, 
1965) are available for 15^ each. 

We encourage Latter-day Saints to subscribe to and 
save The Instructor as a Sunday School teacher's encyclo- 
pedia of Gospel material. 

Abbreviations on the chart are as follows: 

First number is the year; second number is the month; 

third number is the page. (e.g. 60-3-103 means 1960, 

March, page 103.) 
Fbs — flannelboard story. Cs — center spread. 
Isbc — inside back cover. Osbc — outside back cover. 
Conv — Convention Issue. 
*— not available. Use ward library. 










































































































































































in, .i ' r ■ 







1 966 



A 12-year-old boy is frank to discuss . . . 


1. I think the teacher should talk at our level so 
we don't wreck the lesson. For example, if the 
teacher walks in the classroom and starts the 
lesson talking like a college professor, and we 
have to interpret everything he says, then we 
don't listen, and we wreck the lesson. 

2. We like variety in teaching and not reading from 
the manual because anybody that can read can 
do that. 

3. We like to have some parties because it helps 
us to know each other better and makes us want 
to learn. 

4. Discussions are good, too, because we like to 
talk, and that is a good way to give us a chance 
to talk. 

5. Our teacher should be happy, which makes us 
happy and helps us learn. 

6. We like our teacher to set an example that we 
would like to follow. If you really thought your 
teacher was great, then you found out he drank 

and smoked, well, he wouldn't be so great after 

7. We want our teachers to accept us for what we 
are and not try to make us something we are not. 

8. We like our teacher to have a sense of humor 
because it makes our class feel at ease. 

9. We like an enthusiastic teacher and not a teach- 
er that goes to sleep giving the lesson. 

10. We want limits and not be let loose in the 
room to do what we want to do. Let's say you 
had a teacher who would come in, sit down and 
give the lesson, and not care about what the class 
was doing. He would not make a good teacher. 

11. We want our teacher to understand us and 
know why we do what we do. 

— Freddie LundelL* 

* Freddie Lundell is 12 years old and is the son of Brother Roy 
Arthur Swenson and the late Mildred Swenson. He is a member of 
the Salt Lake City Eleventh Ward, University West Stake. This was 
his original 2 \'% -minute talk in Sunday School. 
Library Pile Reference : TEACHERS AND TEACHING. 




Reverence for Holy Places — second of a series 


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Footpath to the Garden Tomb. 


Garden Tomb 

of Jerusalem 

by Lorin F. Wheelwright 

To reach the "Garden Tomb," where many 
believe Jesus was laid to rest, you leave the ancient 
gate of Damascus in Jerusalem's north wall and 
travel several city blocks up a narrow side street. 
Here you find a rock wall, a small sign, and a bell. 
An attendant opens the gate, and you step from 
the clatter of noisy Jerusalem into the hush of a 
garden sanctuary. 

This garden is not expansive as are those found 
in public parks. Rather, it is like the intimate 
grounds of a private home. A pathway leads to 
a sunken area that is resplendent with formal 
plantings of trees and shrubs. Facing this green 
spot is a massive wall of stone rising several 

hundred feet. The face of this bluff is deeply 
weathered, and above the tree tops you can see 
an eroded formation that with a little imagina- 
tion appears as eye sockets of a skull. This touch 
of ghoulish reality makes you think that here 
could really be "the place of the skull" described 
in the Bible as Golgotha, "without the wall." 

Directly before you is a doorway, cut into the 
solid stone. This is the entrance to a tomb — a 
tomb that is unique in all the world, a tomb that 
is open and empty. Entering, you sense immedi- 
ately the power of those ancient words: 

He is not here: for he is risen, as he said. 
Come, see the place where the Lord lay. (Mat- 
thew 28:6.) 

Recalling the Biblical story, you remember that 
". . . in the place where he was crucified there 
was a garden; and in the garden a new sepulchre, 
wherein was never man yet laid. There laid they 
Jesus. . . ." (John 19:41-42.) 

A vivid impression of this place comes to us 
from the writings of H. Rider Haggard. He recalls 
that the sepulchre is known as Gordon's Tomb 
because a ". . . great and single-minded man, 
General Gordon, when he was in Jerusalem, made 
it his custom to come here for prayer and medita- 
tion." He further observes: 

". . . The tomb is rock-hewn. It appears 
never to have been finished, for some of the 
surfaces have not been smoothed. It was closed 
with a stone. When this stone was rolled away 
the disciples, Peter and John, by stooping down 
could have looked into the sepulchre and seen 
the linen clothes lie, perhaps upon the floor of 
the little ante-chamber. This tomb, too, was a 
family tomb, such as Joseph of Arimathaea 
might well have made, with room in it for three 
bodies, one at the end as it were, and recessed, 
and two at right angles. There is a ledge at each 
end of the only finished grave which might 
have served as seats, such as those on which 
Mary must have seen 'two angels in white sit- 
ting, the one at the head, and the other at the 
feet, where the body of Jesus had lain.' [John 

"Who can tell whether or not it is the very 
spot? But, if the true Golgotha was just without 
the wall on the place of the present Mohom- 
medan cemetery . . . that spot cannot have been 
very far away. ... In such a place, through the 
(Concluded on opposite back of picture.) 







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Stone bed where the body of Jesus may have lain. 

darkness before the day-light, must have shone 
the countenance that was 'like lightning' and 
the raiment that was 'white as snow'; for fear 
of which 'the keepers did shake and became as 
dead men.' [See Matthew 28:3,4.) Through 
such a garden, dim and dewy, must the two 
Marys have crept in terror of the Jews, or per- 
haps of the Roman guard, coming to the mouth 
of the sepulchre as the first golden rays of morn- 
ing pierced it with their level shafts. . . ," 1 

The entrance of the tomb brings you into an 
ante-chamber which is about 12 feet long and 6Vi 
feet wide. The ceiling is just a few inches higher 
than your head. The tomb chamber is adjacent 
and reached by a step down. Here, lying along 
the north wall is a bed, carved in the stone. At 
the end a pillow is cut into the rock. 

On our first visit to this strange place, the sun 
was low in the west and its rays barely penetrated 
the burial chamber through the open door. With 

this dim light I was able to capture a picture of 
the bed of stone. Then, looking to the south, 
through the open door, I saw the footpath and 
steps. For a moment I felt the sensation of looking 
outward and upward from a tomb — sensing that 
He who was laid to rest so long ago saw a similar 
welcoming footpath leading from death to life. It 
was a moving spiritual experience. 

It brought to mind that, not the place, but the 
event of the Resurrection, gives to all men inspira- 
tion and hope. That is why we sing "O death, 
where is thy sting? O grave, where is thy victory?" 
(I Corinthians 15:55.) and do so in a spirit of 
joyful thanksgiving. From this tomb, or one like 
it, the Saviour of all men stepped forth immortal, 
transformed into a being whom death could never 

I felt anew the comfort of Christ's redeeming 
sacrifice, knowing that I, too, in some distant day 
would walk forth from the tomb as did He. Into 
my mind came the words for an anthem which 
echoes the glory of that bright morning yet to be. 
In it my heart rejoiced at the events that trans- 
pired in or near the sacred ground on which I 
stood. It sings to comfort all who mourn: 

Dwell not in sadness, 
Though the night be long. 

In Christ our Lord will come 
A brighter morning, 
And a brighter song; 

When all those who lie in peaceful slumber 
Shall arise! Shall arise! 

Beyond the darkness, 

Beyond the strife — 
In Christ our Saviour 

Dawns eternal life! 

We shall all arise rejoicing, 
And in grand crescendo swelling 

Sing Hosannah, Sing Hosannah, 

Sing to Christ, Our King! 

Sing our glad hosannas 
On that glorious morning. 

Though the night be long, 

We shall arise and sing our song: 

Hosannah! Hosannah! Hosannah! 

1 H. 'Rider Haggard, A Winter Pilgrimage in Palestine, Italy, and 
Cyprus; Longman's, London, England, 1904; pages 324-363. 

(For Course 6, lesson of October 2, "Jesus, the Son of God, Is 
Head of this Church"; for Course 10, lessons of October 23 and 30, 
"On Calvary" and "The Resurrection"; for Course 14, lessons of 
October 9 to 30, "They Crucified Him," "Him, Whom They Pierced," 
"He Is Risen," and "Some Appearances of the Risen Lord"; for 
Course 28, lesson of November 13, "The Resurrection"; to support 
Family Home Evening lesson 46; and of general interest.) 

Library File Reference: JESUS CHRIST — GARDEN TOMB. 



ML 44 

iur Book %tt 
Sacrd ikords 

A Flannelboard Story by Marie F. Felt 

One of the wonderful commandments that God 
has given to us is to keep records. This means that 
someone writes down what is happening or has hap- 
pened, or what our Heavenly Father or Jesus Christ 
or our prophet leaders have taught us is right to do. 
Four of these records or books are the Bible, the 
Book of Mormon, the Doctrine and Covenants and 
the Pearl of Great Price. To have these records is a 
great blessing and a wonderful guide. 

In the New Testament part of our Bible, two of 
the books or records contain testimonies of two of 
Jesus' apostles. Their names are Matthew and John. 
Another book bears the name of Mark, who wrote 
down what Peter had told him. The fourth record 
was written by Luke, a physician of that day. All of 
these records tell about Jesus, His life, His death, 
His teachings, and His resurrection. Each record 
tells many different things about Jesus and His 
teachings. But all of them help us to love Him and 
to understand why He came to this earth. [End of 
Scene /.] 

One of the greatest and most beloved stories found 
in the Bible tells about the birth of Jesus. 

You may remember that long ago, Mary and 
Joseph had to go on a journey to Bethlehem to pay 
their taxes. They had been commanded to do this 
by the ruler of that land — Caesar Augustus. 

It was a long journey, and when they arrived in 
Bethlehem, Mary was very tired. Joseph tried to 
get a comfortable bed for her in one of the inns or 
hotels, but by that time of night every room had been 
taken. The innkeeper offered them a bed of straw 
in his stable. That night our Heavenly Father sent 
the baby Jesus to them, and the Bible tells us that 
Mary, His mother, wrapped the baby in swaddling 
clothes, and laid Him in a manger. (See Luke 2:7.) 

Then this records tells us that in the same coun- 
try shepherds were watching over their sheep during 
the night. And as they watched, the angel of the 
Lord came upon them, and they were afraid. 

And the angel said unto them, Fear not: for, be- 
hold, I bring you good tidings of great joy, which 
shall be to all people. 

(For Course 4, to be used with lessons from October 9 to December 
25 on record keeping and the standard works; for Course 6, lessons of 
September 4 to 18, "The Bible— A Sacred Record," "The Book of 
Mormon— Another Sacred Record," and "Other Sacred Records"; and 
of general interest.) 

For unto you is born this day in the city of David 
a Saviour, which is Christ the Lord. 

And this shall be a sign unto you; Ye shall find 
the babe wrapped in swaddling clothes, lying in a 

And suddenly there was with the angel a multi- 
tude of the heavenly host praising God, and saying, 

Glory to God in the highest, and on earth peace, 
good will toward men. 

And it came to pass, as the angels were gone 
away from them into heaven, the shepherds said one 
to another, Let us now go even unto Bethlehem, and 
see this thing which is come to pass, which the Lord 
hath made known unto us. 

And they came with haste, and found Mary, and 
Joseph, and the babe lying in a manger. 
(Luke 2:10:16.) [End of Scene II.] 

In the Book of Mormon, we find a record of what 
happened that very same night on the American 
continent, thousands of miles away from Bethlehem. 
The Prophet Nephi, a descendant of the first Nephi 
who had come to America from Jerusalem, tells us 
about it. He said: 

And it came to pass that there was no darkness 
in all that night, but it was as light as though it was 
mid-day. And it came to pass that the sun did rise 
in the morning again, according to its proper order; 
and they knew that it was the day that the Lord 
should be born, because of the sign which had been 
given. . . . 

And it came to pass also that a new star did 
appear, according to the word. (3 Nephi 1:19, 21.) 

[End of Scene III.] 

Now we know that these records are true records, 
for after the Prophet Joseph Smith had translated 
the Book of Mormon from the gold plates given him 
by the Angel Moroni, these plates were shown to 
eleven other people; three people at one time and 
eight people at another time. 

So that we will know these men actually saw 
the golden records, there appears in the front of each 
copy of the Book of Mormon a statement by them. 
It says, ". . . We declare with words of soberness, 
that an angel of God came down from heaven, and 
he brought and laid before our eyes, and we beheld 
and saw the plates, and the engravings thereon; and 
we know that it is by the grace of God the Father, 
and our Lord Jesus Christ, that we beheld and bear 
record that these things are true. And it is marvelous 
in our eyes. Nevertheless* the voice of the Lord com- 
manded us that we should bear record of it. ..." 
This is signed by Oliver Cowdery, David Whitmer, 
and Martin Harris. [End of Scene IV.] 

The Eight Witnesses were shown these records 
by the Prophet Joseph Smith. Their names were 
Christian Whitmer, Jacob Whitmer, Peter Whitmer, 
Jun., John Whitmer, Hiram Page, Joseph Smith, 



Sen., Hyrum Smith, and Samuel H. Smith. [End of 
Scene V.] 

In the other book, the Doctrine and Covenants, 
are recorded some of the revelations of the Prophet 
Joseph Smith so that we can read and re-read them. 
One of the revelations that we know best is Section 
89. In this section we are told not to drink wine or 
strong drinks or hot drinks; our leaders have told 
us this includes tea and coffee. In this book we are 
to^d we should not use tobacco in any form. It is 
not good for people to take into their bodies. It is 
only for bruises and sick cattle. 

The Pearl of Great Price is another record which 
has been given to us for instruction and guidance. 

There are other records which are of great value, 
but these four are the records which are called the 
standard works of the Church and are the official 
records used by the Church to teach us in our lives. 
[End of Scene VL] 

I know a little boy who received a copy of two 
of these records for his very own. He was given 
both a Bible and a Book of Mormon for Christmas. 
Do you have copies of these records, too? [End of 
Scene VII.] 

How To Present the Flannelboard Story: 

Characters and Props Needed for This Presentation Are: 

A Bible. To be used with Scenes I, II, VI, and VII. 

A Book of Mormon. To be used with Scenes I, III, IV, VI, 

and VII. 
A Doctrine and Covenants. To be used with Scenes I and 

A Pearl of Great Price. To be used with Scenes I and VI. 
Matthew, head study. (NT134.) To be used in Scene I. 
Mark, head study. (NT135.) To be used in Scene I. 
Luke, head study. (NT136.) To be used in Scenes I and II. 
John, head study. (NT137.) To be used in Scene I. 
Birth of Christ, manger scene. (Use Flannelboard Story in 

The Instructor, October, 1963.) To be used in Scene II. 
Nephi as he wrote his sacred record. (BM75.) To be used in 

Scene III. 

Joseph Smith, Oliver Cowdery, and David Whitmer sitting 
on a log. (CH134.) To be used in Scene IV. 

Joseph Smith and Martin Harris, kneeling. (CH135.) To 
be used in Scene IV. 

Angel holding gold plates. (CH136.) To be used in Scene IV. 

Eight witnesses, with Joseph Smith showing the plates. 
(CH137.) To be used in Scene V. 

Modern-day boy unwrapping gifts, Bible and Book of Mor- 
mon. (ML44.) To be used in Scene VII. 

Order of Episodes: 

Scene I: 

Scenery: None needed. 

Action: Present the standard works one at a time and 
introduce, separately, the writers of the records in 
the New Testament— Matthew, Mark, Luke, and 
John. Show where their records are in the Bible. 

Scene II: 

Scenery: Stable scene. 

Action: Mary and Joseph seen gazing at Baby Jesus. 
Shepherds nearby are telling Mary and Joseph the 
angels' message. This story is told in the Bible. 

Scene III: 

Scenery: Indoor scene. 

Action: Nephi seen as he writes his record on gold 
plates which later became the Book of Mormon. 
As he is writing, open the book to 3 Nephi, chapter 
1. Read verses 19 and 21 to the children. 

Scene IV: 

Scenery: Outdoor scene in woods. (See Joseph Fielding 
Smith, Essentials in Church History, pages 75-78.) 

Action: Oliver Cowdery and David Whitmer are seen 
with Joseph Smith as the angel shows them the 
gold plates. Later, Martin Harris is seen with 
Joseph Smith as the angel reveals the records to 
them. These are the plates from which the Book 
of Mormon was translated. Read their testimony 
at this time. 

Scene V: 

Scenery: Outdoor scene in the woods. 

Action: Joseph Smith is seen showing the gold plates 

to the Eight Witnesses. Read their testimony at 

this time. 

Scene VI: 

Scenery: None needed. 

Action: Use the standard works themselves. 

Scene VII: 

Scenery: Indoor scene, present-day home. 
Action: Little boy unwraps Christmas gifts and finds 
both a Bible and Book of Mormon. These are true 
records which he may keep for his very own. 

Library File Reference : SCRIPTURES. 






Book of Mormon. 
Doctrine and Covenants 
Pearl of Great Price. 








(Our Cover) 

The Lord's people have always been a temple - 
building people. 

Solomon's temple at Jerusalem required seven 
years to build, at great cost and sacrifice, According 
to the Bible, Solomon set 70,000 to bear burdens; 
80,000 to be hewers in the mountains; and 3,600 to 
oversee their work. To those who cut Lebanon cedars 
Solomon paid 20,000 measures of beaten wheat, 
20,000 measures of barley, 20,000 baths of wine, and 
20,000 baths of oil. (See II Chronicles 2:10-18.) 

"He overlaid also the house, the beams, the posts, 
and the walls thereof, and the door thereof, with 
gold. ..." A vast amount of precious jewels also 
was used to beautify the temple. The story of its 
magnificence is told in // Chronicles 3 and 4. 

Dedication services were held for seven days, and 
all Israel was there. The people paid tribute with 
cymbals, trumpets, and other musical instruments. 
At one time the people and instruments made a 
mighty sound together and the Glory of the Lord 
filled the Temple. On the eighth day they held a 
solemn assembly, and Solomon offered a sacrifice of 
22,000 oxen and 120,000 sheep. 

During these latter days many temple have been 
erected, one of them in Canada. In October, 1888, 
in Cardston, Alberta, on an elevation overlooking 
Lees Creek, a group formed a prayer circle and Elder 
Francis M. Lyman said: 

/ now speak by the power of prophecy and say 
that upon this very spot shall be erected a Temple 
to the name of Israel's God and Nations shall come 
from far and near and praise His high and Holy 
name. 1 

The Cardston Temple was the first temple in 
modern times to be built outside continental United 
States. It was eight years in the building; and 3,680 
tons of granite, white marble, bronze, nickel, and 
silver were used to complete it. Much beautiful wood 
paneling adorns the interior. It was completed in 
1921 and dedicated in 1923. At the eleven dedica- 
tory services, August 26-29, a total of 6,308 persons 
were in attendance. A dedicatory prayer was offered 
at each session by President Heber J. Grant, fol- 
lowed by a sacred shout of Hosanna — led by the 
president. President Grant prayed: 

O God, our Heavenly and Eternal Father, . . . 
we most earnestly pray that this sacred building may 
be a place in which Thy Son may see fit to manifest 
Himself and to instruct Thy servants, and in which 
Thou shalt delight to dwell. 2 

In 1961 a half-million dollar renovation and build- 
ing program was completed at the Cardston Temple. 
There have been added to the building and grounds 
new carpets, cafeteria, entrance foyer, bureau of in- 
formation, genealogical library, trees, shrubbery, and 
hard-surfaced roads. A new illumination system has 
been installed. On top of the building, surmounting 
three floodlighted elevations, is a powerful beacon 
light which penetrates far into the sky. 

At the time of its building the Cardston Temple 
was unique in being similar to the ancient temples 
of the Aztecs. It has the optic impression of a pyra- 
mid. — Goldie B. Despain. 

1 N. B. Lundwall, Temples of the Most High; Publisher, N. B. 
Lundwall, Salt Lake City, Utah, 1944; page 170. 

2 N. B. Lundwall, Temples of the Most High; page 165. 

(For Course 6, lessons of October 2 and November 20, "Jesus, the 
Son of God, Is Head of This Church" and "A Latter-day Saint Believes 
in Prophecy"; for Course 8, lesson of November 13, "Solomon, the 
Temple Builder"; for Course 14, lesson of September 11, "Farewell to 
the Temple"; for Course 24, lessons of October 2 and 16, "An Eternal 
Perspective of Life," and "Need for Ordinances and Sacred Services"; 
and of general interest.) 

Library File Reference: TEMPLES— OUTSIDE U. S. 




Faculty Meetings 

Faculty meetings are established 
again in all wards. Chapter eleven 
of the Sunday School Handbook 
is amended to read as follows: 

It is recommended that each 
Ward Sunday School hold a facul- 
ty meeting at least monthly to help 
in the coordination of home teach- 
ing and Sunday School enrollment 
work, and to conduct other neces- 
sary Sunday School business. In 
this meeting teachers give the 
superintendent useful information 
about absentees from Sunday 
School, listed on the potential rolls, 
which information the superintend- 
ent then passes on to the ward 
council to help home teachers in 
preliminary enlistment work. 1 

Faculty meetings were developed 
in the Sunday Schools of all stakes 
during World War II when gas 
rationing made traveling to prep- 
aration meetings impossible. After 
the war preparation meetings were 
reinstituted; and faculty meetings 
were made optional, being required 
only in those stakes in which the 
holding of preparation meetings 
was not feasible. 2 

At first the reaction to the dis- 
continuance of faculty meetings 

±The Instructor, August, 1966, page 293. 
-Sunday School Handbook 1964, page 61. 

was favorable, and in some places, 
even enthusiastic. At last, officers 
and teachers commented, there 
was one less meeting to attend. 
Soon, however, it became evident 
— particularly to superintendents 
— that the faculty meeting had 
taken care of two needs which 
were not being served in its ab- 

The first need was that of more 
effective in-service training for 
teachers. Preparation meeting- was 
helpful, but it did not enable 
teachers of each ward Sunday 
School to cooperate with one an- 
other in their individual problems. 
Ward Sunday School faculty meet- 
ing, on the other hand, permitted 
the discussion of general principles 
of teaching and their application 
to specific ward problems. 

The second need was that of a 
closer binding of the faculty in 
brotherhood. Superintendents 
found that by holding well-attend- 
ed ward Sunday School faculty 
meetings, they brought the teach- 
ers closer together and in many 
cases strengthened their testimon- 
ies to teach the Gospel. They were 
able to solve problems, make as- 
signments, and take care of the 

many details together in a few 
minutes which otherwise would 
have taken a much longer time. 

The need for correlation requires 
the reestablishment of faculty 
meeting. It is in this meeting that 
officers and teachers coordinate 
the enlistment work as suggested 
in the revision of the Handbook 
already quoted. 

The agenda of faculty meeting is 
detailed in the Handbook. 

After a hymn and prayer, the 
teacher improvement lesson is 
given. Generally the teacher im- 
provement lesson which appears 
monthly in The Instructor is an 
excellent basis for the discussion. 
Following this, business and re- 
ports and assignments can be given. 
A well-prepared superintendency 
can hold this part of the period to 
10 or 15 minutes, or less. It is 
generally recommended that teach- 
ers present their lists of absentees 
in writing. Discussions of these 
lists can be had privately with each 
teacher later, while the others are 
enjoying refreshments that are 
part of the meeting if it is held at 
a home on a week night. 
— Superintendent 

David Lawrence McKay. 

The Deseret Sunday School Union. 

George R. Hill, General Superintendent 
David Lawrence McKay, First Assistant General Superintendent; Lynn S. Richards, Second Assistant General Superintendent 
Wallace F. Bennett, General Treasurer; Paul B. Tanner, Assistant General Treasurer; Richard E. Folland, General Secretary 


George R. Hill 
David L. McKay 
Lynn S. Richards 
Wallace F. Bennett 
Richard E. Folland 
Lucy G. Sperry 
Marie F. Felt 
Gerrit de Jong, Jr. 
Earl J. Glade 
A. William Lund 
Kenneth S. Bennion 
J. Holman Waters 
H. Aldous Dixon 
Leland H. Monson 
Alexander Schreiner 

Lorna C. Alder 
A. Parley Bates 

William P. Miller 
Vernon J. LeeMaster 
Claribel W. Aldous 
Eva May Green 
Melba Glade 
Addie L. Swapp 
W. Lowell Castleton 
Henry Eyring 
Carl J. Christensen 
Hazel F. Young 
Florence S. Allen 
Asahel D. Woodruff 
Frank S. Wise 

Clair W. Johnson 
Delmar H. Dickson 
Clarence Tyndall 
Wallace G. Bennett 
Camille W. Halliday 
Margaret Hopkinson 
Mima Rasband 
Edith M. Nash 
Minnie E. Anderson 
Alva H. Parry 
Bernard S. Walker 
Catherine Bowles 
Raymond B. Holbrook 
Joseph Fielding Smith, 
Lorin F. Wheelwright 


Fred W. Schwendiman 
Lewis J. Wallace 
Clarence E. Wonnacott 
Lucy Picco 
J. Roman Andrus 
Howard S. Bennion 
Herald L. Carlston 
Dale H. West 
Bertrand F. Harrison 
Willis S. Peterson 
Greldon L. Nelson 
Thomas J. Parmley 
Jane L. Hopkinson 
Oliver R. Smith 
G. Robert Ruff 

Anthony I. Bentley 
Mary W. Jensen 
John S. Boyden 
Golden L. Berrett 
Marshall T. Burton 
Edith B. Bauer 
Elmer J. Hartvigsen 
Donna D. Sorensen 
Calvin C. Cook 
A. Hamer Reiser 
Robert M. Cundick 
Clarence L. Madsen 
J. Elliot Cameron 
Bertrand A. Childs 
James R. Tolman 

Richard L. Evans, Howard W. Hunter, Advisers to the General Board. 



Memorized Recitations. 

for November 6, 1966 

Scriptures listed below should be 
recited in unison by students from 
Courses 8 and 14 during the Sun- 
day School worship service of No- 
vember 6, 1966. They should be 
memorized by students of the re- 
spective classes during the months 
of September and October. 

Course 8: 

(This scripture informs us that 
the Lord will keep His promises 
and that He is patient with us as 
we strive for repentance.) 

"The Lord is not slack concern- 
ing his promise, as some men count 
slackness; but is longsuffering to 

us-ward, not willing that any 
should perish, but that all should 
come to repentance." 

—II Peter 3:9. 

Course 14: 

(This scripture tells us that in 
the last days there will be many 
false prophets and false Christs, 
who will deceive many.) 

"Then if any man shall say unto 
you, Lo, here is Christ, or there; 
believe it not. For there shall 
arise false Christs, and false proph- 
ets, and shall shew great signs and 
wonders; insomuch that, if it were 
possible, they shall deceive the very 

—Matthew 24:23,24. 

Answers to Your Questions. 


Sept. 18, 1966 
Budget Fund Sunday 

Sept. 25, 1966 


Teacher-training Class 

• • • 

Sept. 30-Oct. 2, 1966 

General Conference 

• • • 

Sept. 30, 1966 

Sunday School Conference 

(Departmental sessions) 

(See page 340.) 

• • • 

Oct. 2, 1966 


Sunday School Conference 

and Superintendents' 


Testimonies in Junior Sunday School 

Q. Is it permissible to have a 
special session for testimony bear- 
ing in the Junior Sunday School? 

— Seattle Stake. 

A. The worship service of Junior 
Sunday School on fast day should 
have the same procedure as that of 
other Sundays. If there is any tes- 
timony bearing to be done by the 
children in Junior Sunday School, 
this should be done in the indi- 
vidual classes and never in the 
opening exercises (worship serv- 
ice) of the Junior Sunday School. 

Genealogical Class Work Periods 

Q. Is it permissible to hold gene- 
alogical class work periods during 
the Sunday School hour? 

— Grand Junction Stake. 

A. No. The brethren have as- 
signed this part of genealogy, to- 
gether with all other research, for 
weekday MIA night sessions. The 
genealogical class held in Sunday 
School is a one-year introductory 

class for those who have not had 
any genealogy heretofore, and it 
does not include research. 

2V2-minute Talks 

Q. Is there an appropriate way 
to end a 2 1 /2-minute talk? 

— Lake View Stake. 

A. There is a situation which 
seems to be increasing in the Sun- 
day School which occurs too often 
in our 2 ^-minute talks. It occurs 
when a child sometimes tells a 
story or gives subject matter dis- 
cussed in his Sunday School class 
and then suddenly closes with the 
words, "I say these things in the 
name of Jesus Christ. Amen." It 
would be much more appropriate 
for him to end with a hope or a 
prayer that we may follow the ad- 
monitions of our leaders, saying: 
"This I pray in the name of Jesus 
Christ, Amen"; or to bear testi- 
mony of the truthfulness of which 
he speaks, saying: "I bear testi- 
mony that these things are true, in 

the name of Jesus Christ, Amen." 

Ward Sunday School Conference 

Q. Under whose direction are 
ward Sunday School conferences 
planned, and what is the responsi- 
bility of the stake Sunday School 
superintendency? — Shelley Stake. 

A. Ward Sunday School confer- 
ences are under the direction of 
the stake presidency (Sunday 
School Handbook 1964, page 72). 
It is suggested that after the stake 
presidency has set the dates for 
ward conferences, the stake Sun- 
day School superintendency plan 
to attend each ward conference. 
Stake superintendency and board 
members should hold themselves in 
readiness to complete such assign- 
ments as may be given by the 
stake presidency at ward confer- 
ence. At the conference the stake 
presidency presides, and the per- 
son designated by the stake presi- 
dent will conduct the meeting. 

— General Superintendency. 



Art by Dale Kilbourn. 

I. Every teacher must know what it means to learn. 

Learning means: 

1. To get knowledge. Knowledge is the raw ma- 
terial out of which concepts are built. However, 
merely gaining knowledge is not complete learning. 

2. To develop behavior patterns. Children 
should live the Gospel actively. Students have not 
really learned until they have developed desirable 
habits, plus mental, social, and spiritual skills. Ex- 
ample: It is one thing to know about the principle of 
tithing; but a child has not really learned it until he 
actually pays tithing habitually. 

3. To develop attitudes. Attitudes cause people 
to act. An attitude is a feeling either for or against 
a person, a principle, or a thing. If the teacher at- 
taches pleasant and favorable attitudes to knowledge 
and behavior patterns, the child will act favorably. 
If the child develops antagonistic attitudes, he will 
reject the principles of the Gospel even though he 
has knowledge of them. 

4. To develop concepts, principles, standards, 
ideals, and appreciations. Not until the teacher has 
helped the student acquire all of these can he say 
that the child has really learned. 

II. Every teacher should know how children learn. 

1. Children learn by doing. They learn to co- 
operate by cooperating; they learn obedience by be- 
ing obedient. 

2. It is the teacher's job to create experiences 
which will give the children practice in doing the 
things the teacher wants them to learn. 

3. The experiences must be pleasant so that the 
child will desire to repeat the action again and again, 
thus establishing a behavior pattern. 


Teacher Improvement Lesson for September 
by Wilford D. Lee* 

III. Every lesson should begin with a worthwhile 

Teachers should work out long-range, course, and 
immediate objectives. 

1. Long-range objectives: The teacher should 
have in mind the habits and principles he would like 
the child to achieve as an adult. Examples: marriage 
in the temple, a mission, an effective parent, etc. 
Such objectives give direction and purpose to all 
teaching. Every teacher should write out a set of 
long-range objectives to guide his own teaching. 

2. Course objectives: Every teacher should write 
out a set of behavior patterns, attitudes, principles, 
and concepts which he wishes his students to achieve 
by the end of the course. 

3. Immediate objectives: Every teacher should 
have an objective for each lesson, to be stated in 
terms of attitudes and habits. These will accom- 
plish the long-range and the course objectives. 

IV. Every lesson should begin with a problem. 

1. The immediate objectives should be trans- 
lated into problems which will start the children 
thinking. With the smaller children the problem is 
usually not stated, but it is worked out in the activ- 
ities of the class. 

2. The problem should be interesting to the 

The problem must be consistent with his age 



4. The problem must be broad enough to cover 
the subject matter of the lesson and suggest sub- 

* Wilford D. Lee has been a teacher and teacher- trainer most of 
his life, in the Church and on the faculty of Brigham Young Univer- 
sity. He served in the Canadian Mission (1922-1924); earned degrees 
(A.B., 1934; M.A., 1937) from BYU; and later studied at University of 
California two years. Currently he is stake Sunday School teacher 
trainer and lives in Woodland Ward, Sacramento (California) Stake. 
He is a native of Iona, Bonneville County, Idaho. He married Lorine 
Hutchinson, and they have four sons. 



V. Every lesson must be tied to the "here" and "now." 

1. Children are not interested in things which 
happened a thousand or five thousand years ago, un- 
less the teacher connects them with present-day life. 

2. The problem should be stated so that it con- 
tains a general principle which applies to both here 
and now. 

Example: Book of Mormon subject matter: Nephi 
and his brothers return for the plates. Objective: 
To help children cooperate in family life. Problem: 
What effect does successful family living have on 
one's learning to live the Gospel? Sub-problems: 
What causes family strife? How can boys and 
girls help to reduce family difficulties? How much 
democracy should there be in family living in the 

VI. Every problem must be interesting to the child. 

1. Interest is the central principle in learning. 
Without interest, learning takes place slowly, if at 
all. If learning does take place, but the child is un- 
happy at the time, he will often act in an opposite 
manner to the principles he learns. 

2. Many things are interesting to the teacher 
which are not interesting to the child. It is danger- 
ous to introduce material merely on the theory that 
it should be interesting. 

VII. The method should suit the objective and problem. 

1. If the objective calls for the learning of a be- 
havior pattern, the method must give the children 
an activity which will require practice. Reading or 
lecturing usually prevents students from developing 
the behavior pattern. Children learn by doing; read- 
ing or lecturing actually prevents them from doing 
the actions which would develop the behavior pattern. 

2. Stories give the child vicarious experience but 
are good only in moderation; story after story be- 
comes entertainment rather than teaching. 

3. Since little children learn primarily through 
physical activity, the method must include con- 
structive play. 

4. Older children learn well through the problem- 
discussion method. Thinking is a student's most 
valuable activity. However, this method must be 
varied with supervised study, panels, reports, proj- 


5. In training students, every teacher should 
take advantage of activities in the home, the neigh- 
borhood, the school, and the community. Examples: 

(a) Behavior pattern to be set up: community 
service. Activity: organize a carnival to raise 
money for the new chapel. 

(b) Behavior pattern to be developed: to live hon- 

estly. Activity: each child to act with com- 
plete honesty in the home, on the playground, 
in the school, for one week. Each Sunday 
have a report period where students tell how 
they are getting along. 

VIII. Materials must be abundant and suited to the 

1. Since little children learn through physical and 
emotional experience, they must have the materials 
necessary for carrying out those activities. 

2. The textbook should be considered merely a 
source of information. 

3. Clay, dolls, doll furniture, scissors, paste, con- 
struction paper, old magazines, twine, newspapers, 
pictures, flannelboards, and props for dramatizations 
should be available to all teachers of young students. 

4. In addition, globes, maps, charts, books, etc., 
should be available in the Sunday School library, 
for use with intermediate and adult classes. 

IX. Building and Furniture 

1. Children learn best when they are comfort- 
able and where they can move around. 

2. Since children in Junior Sunday School learn 
quite largely through physical experience, they must 
have room for constructive play. 

3. Superintendents should either allot the larger 
rooms to younger children, or divide classes so that 
there are fewer children in each room. The general 
board suggests 20 square feet per child. 

4. Floors should be clean and warm so that chil- 
dren may play on the floor without harm. 

5. The rooms should be light, warm, and pleas- 
ant. The teacher is in direct competition with the 
home living room on Sunday morning. Many chil- 
dren prefer to stay home where it is pleasant, rather 
than to come to a dark, dingy, uncomfortable Sun- 
day School room. If the teacher expects to get the 
children to Sunday School, he must draw them; he 
cannot drive them. 

6. The furniture must be suited to the child- 
small chairs and tables for small children. Unpleas- 
ant experiences, such as having to sit still for a long 
time on a large, hard chair, often drive children 
away from Sunday School. 

X. Discipline 

1. Bad classroom behavior is the result of un- 
pleasant feelings. Such feelings can develop either in 
the home, among play groups, or in Sunday School 

2. Bad behavior is often a rebellion against 
boredom. The teacher who catches the interest of 
the child will have little disciplinary trouble. 

Library File Reference : TEACHERS AND TEACHING. 



Our Worshipful Hymn Practice 

Senior Sunday School Hymn for the Month of November 

Hymn: "Father, Thy Children to 
Thee Now Raise"; author and composer, 
Evan Stephens; Hymns — Church of 
Jesus Christ of Latter-day Saints, 
No. 43. 

To the Chorister: 

This is the specially selected 
practice hymn for the month of 
Thanksgiving. So try to focus at- 
tention on the message of this 
hymn, and let the music give it 
cheerful and heartwarming accom- 

You, the chorister, have the 
precious opportunity and the as- 
signed duty of directing the atten- 
tion of the congregation to this 
message. Latter-day Saints are 
bounteously blessed and need to 
think on Him "from whom all 
blessings flow." 

And in nothing doth man offend 
God, or against none is his wrath 
kindled, save those who confess not 
his hand in all things. . . . (Doc- 
trine and Covenants 59:21.) 

Remind the singers that, accord- 
ing to Isaiah, in Zion ". . . joy and 
gladness shall be found therein, 
thanksgiving, and the voice of mel- 
ody." (Isaiah 51:3.) 

The pagan Cicero felt that 
"Gratitude is not only the greatest 
virtue, but even the mother of all 
the rest." 

And the American Theodore 
Parker said: 

Gratitude is a nice touch of 

beauty added last of all to the 
countenance, giving a classic 
beauty, an angelic loveliness to the 

The Sunday School Handbook 
counsels against talking too much. 
Therefore, spread the above ma- 
terial throughout the month. 
Sparse comments and quotations 
will be all the more effective in 
their relative isolation. 

Evan Stephens, our own poet 
and musician, in this hymn tells 
specifically the things for which 
Latter-day Saints should be thank- 
ful. We are grateful "for the gos- 
pel light, which with its truth fills 
us with delight." We are grateful 
for a "land of true liberty," and 
so forth. 

Finally, give due care to the 
fact that this hymn is addressed 
to our Heavenly Father. It is not 
a song of recreation, but a com- 
plete prayer of thanksgiving: "Fa- 
ther, accept thou the songs of 
praise which from our hearts unto 
thee we raise." Therefore, the song 
should be sung, not in a luke- 
warm manner, but with warm 
hearts, attentive, and worshipful 
minds, and with full lungs and 

Technically, while the hymn be- 
gins on a rather high note, the mel- 
ody is quite comfortable through- 
out. Also, it is easily singable, as 
are nearly all of Evan Stephens' 

The metronome indication here 

is perfect. If your tempo is any- 
where between 90 and 110 beats 
per minute, you will be a good 
guide to the singing congregation. 
It is your responsibility to set the 
tempo, together with the organist. 
Accept this responsibility. 

To the Organist: 

Again this month the practice 
hymn is not easy. There are 
many chords per measure and 
many different notes to be played 
per measure, and they come rather 
fast in succession. What is the 
remedy? You are right. Practice it 
before facing the people with it. I 
hope you will have opportunity for 
this practice in the monthly prep- 
aration meeting, as well as at your 
own private convenience. 

The person who follows the let- 
ter of the law may ask that the 
many 16th notes be played very 
short. What is your opinion? 

If you exaggerate the shortness 
of these 16th notes, you will no- 
tice that this makes the music 
sound stilted, odd, unnatural. We 
recommend that you do not make 
the short notes too short. They 
cannot even be sung as short as 
they are written. And Brother 
Stephens never meant or insisted 
that they be so short. You will 
likely find that our people will 
sing them just about right. 

Use bright registration and no 
tremolo on the organ. 

— Alexander Schreiner. 



Junior Sunday School Hymn for the Month of November 

Hymn: "I'll Serve the Lord While I 
Am Young"; author, Eliza R. Snow; 
composer, Alexander Schreiner; The 
Children Sing, No. 45. 

This hymn of "praise" was writ- 
ten by Eliza R. Snow, early Latter- 
day Saint poet. The words give a 
beautiful Gospel message to young 
people. While the full meaning is 
too difficult for the very young to 
understand, the true meaning will 
unfold as the children mature. 

To the Chorister: 

Let us teach the first two lines 
only to the small children, then 
have the officers and teachers of 
Junior Sunday School sing the last 
two lines while the children listen. 
In time, the older ones may join 
with the adults. It may be just a 
phrase or two, to begin with, but 
before long they will know all of 
the first verse. Some choristers 

might like to use this hymn in 
the worship service the following 

"I'll Serve the Lord While I Am 
Young" is a wonderful number to 
be taken up as a special project in 
stake preparation meeting. Prob- 
lems of rhythm, phrasing, and beat 
patterns may be featured in a 

Suggestions may be found also 
in A Guide for Choristers and Or- 
ganists in Junior Sunday School. 

To the Organist: 

Because this hymn will be un- 
familiar to some of our members, 
let us have the organist play the 
top melody notes with the right 
hand and combine them with the 
left hand accompaniment. Both 
organist and chorister should inter- 
pret the phrasing alike. 

It might be well to use the hymn 

as a prelude the month before it 
is taught to the children in hymn 
practice. After the boys and girls 
have learned the music and the 
words, let the organist play it as 
written, while the children listen. 
Then they are ready to sing it 
with the original accompaniment. 
The instrumental number for 
this month is "Andante Religioso," 
by Ludwig van Beethoven. It is 
found in the supplementary book, 
Chapel Echoes, compiled and ar- 
ranged by Rob Roy Peery. In 
learning this piece, it is important 
that organists observe phrasing 
marks, expression marks, and 
rests. The tempo is also important. 
They should try to avoid a feeling 
that the piece is being either 
rushed or played too slowly. It 
should be played with ease and a 
feeling of movement. 

— Florence S. Allen. 


November Sacrament Gems 

Senior Sunday School 

Jesus said, ". . . It shall be a 
testimony unto the Father that ye 
do always remember me. . 

!3 Nephi 18:7. 

Junior Sunday School 

Jesus said, "... I am the way, 
the truth, and the life. . . ." 2 

2 John 14:6. 


Organ Music To Accompany November Sacrament Gems 

Darwin K. Wolford 


FPF 5 

if r 





Latter-day Saints, above all people, have cause to 
love religious freedom as they love life itself, for they 
have been a driven and persecuted people. Through 
the Pilgrim and Revolutionary fathers they come 
from a line of sturdy people who sought freedom 
above all else. Even the war in heaven was fought 
to give man the right of choice. 

Elder Richard L. Evans maintains that "tolerance 
travels hand in hand with liberty." 1 And in describ- 
ing the value of religious tolerance Elder James E. 
Talmage has said: "Happiness is foreign, liberty but 
a name, and life a disappointment, to him who is de- 
nied the freedom to worship as he may desire." 2 

Man's Right to Religious Liberty 

Man's right to religious liberty is a natural, hu- 
man right. In addition it is both a God-given and a 
constitutional right. Intolerance was condemned by 
Jesus, who sought to replace hate and bigotry with 
His Gospel of love. Intolerance goes against all of 
His teachings. An example of His forbearance is His 

. . . Love your enemies, bless them that curse 
you, do good to them that hate you, and pray for 
them which despitefully use you. . . .(Matthew 5:44.) 

He taught this lesson, too, in the Parable of the 
Tares. He would not allow the apostles to pluck out 
the tares, lest they root up the wheat also. But He 

(For Course 6, lesson of October 23, "A Latter-day Saint Believes 
in Freedom of Worship"; for Course 12, lessons of September 11 to 
October 2, "Men in Revolt," "Luther Drives Nails into a Church 
Door," and "New Patches on Old Clothes"; for Course 18, lessons of 
October 9 and 23, "Freedom" and "Tolerance"; for Course 24, lessons 
of November 27 and December 4, "Working for Better Schools" and 
"Better Communities for LDS Youth"; for Course 28, lesson of No- 
vember 20, "Religious Liberty and Toleration"; to support Family 
Home Evening lessons 34 and 37; and of general interest.) 

i"The Eleventh Article of Faith," by Richard L. Evans; The 
Instructor, December, 1955, page 365. 

2 James E. Talmage, The Articles of Faith; Deseret Book Company, 
Salt Lake City, Utah, 1954; page 395. 


Religious Liberty 
and Toleration 

"Congress shall make no law respecting an establish- 
ment of religion, or prohibiting the free exercise 
thereof. . . ." 

by Henry Aldous Dixon 

assured them that "a separation would be effected 
in the time of the harvest." 3 His every act was one 
of liberality, kindness, and forbearance. (See Luke 
9:51-56; Matthew 3:10; John 8:32-37.) 

In America, man's right to religious liberty stems 
from the first amendment to the Constitution: 

Congress shall make no law respecting an estab- 
lishment of religion, or prohibiting the free exercise 
thereof; or abridging the freedom of speech or of the 
press; or the right of the people peaceably to as- 
semble and to petition the Government for a redress 
of grievances. 

The Remarkable Success of the First Amendment 

Congress found it necessary to pass this amend- 
ment in order to carry out the purposes for which 
the Constitution of the United States was framed: 
(1) to form a more nearly perfect union, (2) to estab- 
lish justice, (3) to insure domestic tranquility, (4) to 
provide for the common defense, (5) to promote the 
general welfare, and (6) to secure the blessings of 
liberty. Not one of these six great purposes is pos- 
sible to the fullest extent without religious toleration. 

Some nations recognized the value of religious 
tolerance by passing laws to give their people some 
religious freedom. But it was the United States 
which showed the world that political unity and sta- 
bility are possible without uniformity of religious 
belief; that problems of the common good are better 
solved by excluding religious discussions; that our 
separation of church and state has been a great bene- 
fit to the Church itself; that religious freedom is the 
starting point of political wisdom and justice; and 
that it is both God's and America's solution to the 
problem of toleration. 4 

Religious Toleration Does Not Mean Approval 

One authority defines tolerance as "the accept- 

a James E. Talmage, The Articles of Faith, page 400. 

4 See editorial in America, September 24, 1960, pages 689-708. 


ance, although not necessarily the approval, of cus- 
toms, methods, or beliefs differing from one's own." 5 

Religion is described as a salvation from the world 
and mortality, a way of believing — not rooted in 
folkways, but having revealed truth centered around 
a personal God and the spirit world — a threefold 
complex of ideal, cult, and theology. 

Our definitions all involve the idea of forbearance, 
kindliness, and charity. We might ask: charity to- 
ward what? toward the ideal, the cult, the theology, 
or to the person holding the opposing view? As we 
examine the real meaning of religious tolerance more 
carefully, we come to the opinion that it does not 
involve charity, forbearance, or compromise with the 
ideal, the cult, or the theology of any individual or 
denomination. What it does involve is the acceptance 
of people whose views differ from our own. 

"Tolerance," says John Bruere, "is a virtue only 
when directed toward people." 7 

Elder Talmage contends rightly that ". . . It is in 
no wise inconsistent for Latter-day Saints boldly 
to proclaim the conviction that their Church is the 
accepted one, the only one entitled to the designa- 
tion 'Church of Jesus Christ' and the sole earthly 
repository of the eternal Priesthood . . . and yet to 
willingly accord kind treatment ... to every soul or 
sect honestly professing Christ . . . and manifesting 
a sincere desire to walk according to the light re- 
ceived." 8 

When -faced with opposition and disagreement, 
several alternatives are open to man. Among these 
alternatives are: first, he can seek to destroy the 
person or group that differs with him and go back 
to the horrors of the gladitorial combats, the stocks, 
the screws, the iron virgin, the terrible religious wars, 
the Haun's Mill massacre and the martyrdom of the 
Prophet Joseph and his brother Hyrum Smith; 
second, he can compromise with his opponent, which 
in many things might mean the further decay of our 
society; and third, he can follow the alternative rec- 
ommended by Elder Richard L. Evans, to move men 

"by persuasion, by reason, by conversion, by 'pa- 
tience and long suffering,' but not by deception or 
coercion. To force man in his thoughts and convic- 
tions is a violation of man's free agency. . . ." 9 

Tolerance Is Not Always a Virtue 

The hideous methods of brutality, war, and tor- 
ture are not feared today as much as the inroads of 
"tolerance by compromise" upon the moral and re- 
ligious standards of the Church and nation. Elder 
Evans points the way when he says, ". . . Tolerance 
without compromise is one of the great needs of the 
hour." 10 Today we tolerate things which former gen- 
erations never would have accepted. This is especial- 
ly true in the exclusions of prayer and scripture read- 
ing in the schools, in the realms of morals, porno- 
graphic literature, objectionable television programs 
and plays, and the protection of criminals (mostly 
"repeaters") through technicalities and liberal inter- 
pretations of the law. All of this is being tolerated 
in spite of the fact that crime has increased 58% in 
the last seven years — much faster than the popula- 
tion has increased. 11 

Freedom Not Always a Virtue 

"As the applause died down following a patriotic 
address on the meaning of Independence Day a voice 
from the crowd suddenly spoke out: 

" 'Why don't you tell them the whole truth. Why 
don't you tell them that freedom is the most dan- 
gerous gift anyone can receive — that freedom is a 
two-edged sword that will destroy us unless we learn 
how to use it, and soon?' " 12 

Our cries today go up to the heavens for a marked 
re-emphasis — not exclusion — of religion. Such re- 
emphasis on religion is needed to raise American 
standards high enough to cope with the problems of 
our day. 

s Grolier Encyclopedia, Volume 19; Grolier Society, Inc., New York, 
N.Y., 1960; page 162. 

"Grolier Encyclopedia, Volume 17, page 20. 

T "Toleration Is Not Always a Virtue," by John Bruere; PTA 
Magazine, Volume 57, January, 1963, page 21. 

8 James E. Talmage, The Articles of Faith, page 403. 

9 "The Eleventh Article of Faith," The Instructor, December, 1955, 
page 365. 

w'The Eleventh Article of Faith," The Instructor, December, 1955, 
page 365. 

u See "How the Supreme Court Is Changing Us," U. S. News and 
World Report; June 20, 1966. 

^"Freedom Is a Two-Edged Sword," by Arthur Gordon; Readers' 
Digest, July, 1966; pages 37-39. 

Library File Reference: TOLERANCE. 





. . . No greater honor could have come to me than that which you have bestowed upon 
me with your good deeds and "self gifts of good living." — President David O. McKay. 

Last year a number of boys and girls of Junior 
Sunday School age performed an experiment and 
learned a most valuable lesson. They were honoring 
the birthday month of President McKay. Later, 
through their leaders, they presented the results of 
their experiment to him personally. For example: 

A cardboard tree was prepared. Each boy and 
girl added to its branches leaves of red, orange, and 

As a child performed, in kindness, an act of love 
for someone else, his name was written on a leaf; and 
it was placed on the tree. Through these acts the 
children realized that no one was able to make them 
as happy as they could make themselves. The "kind- 
ness tree" taught them that the most successful way 
to be kind to themselves was to be kind to others. 

A child learns by doing. Doing is action, and 

(For Course 1, lesson of October 16, "We Are Learning To Be 
Kind Everywhere We Go"; for Course 2, lessons of October 30 and 
December 25, "Helping Others Makes Everybody Happy" and "We 
Show Our Love When We Are Kind.") 

action chases away fears and boredom. 

Happiness depends on achievement, and these 
boys and girls grew in understanding, consideration, 
sharing, and cheerfulness. 

Other children prepared gifts by writing verses, 
coloring pictures and birthday cards, and organizing 
scrap books in a child's own creative way. 

Each of these is a self -gift, and a self -gift is like 
self-respect — it can be taken with them wherever 
they go. 

All- this was a project of the Junior Sunday 
Schools in Mt. Jordan Stake under the direction of 
Joy Baker, stake Junior Sunday School coordinator. 

In response President McKay wrote: 

. . .No greater honor could have come to me 
than that which you have bestowed upon me with 
your good deeds and "self gifts of good living." 

I am confident that you children, in bringing me 
great happiness, have also brightened your own lives 
and made many people happy. . . . 

— The Instructor Staff. 

A variety of birthday cards was created for President McKay by the Junior Sunday School children of Mt. Jordan Stake. 

ft ! H 

Like Nehemiah, to each of us is given the 
opportunity to be a cupbearer for the Lord. 



by Richard E. Swinyard* 

What do we mean when we quote the Lord's ad- 
monition, "Feed my Sheep"? (John 21:16.) We 
mean "to teach the Gospel of Jesus Christ to all our 
Father's children." The key word in our answer is 
teach. When we think of teaching the Gospel, mis- 
sionary work usually comes to mind. Can we des- 
cribe in one word what it means to be a missionary? 
We might use one of the following words: servant, 
messenger, guide, representative, teacher, helper, am- 
bassador, instrument, or exemplar. These ideas turn 
my thoughts to the area and the people where the 
Lord's words, "Feed my sheep," took on very special 
meaning for me. 

My mission president taught me the difference 
between teaching for true conversion and teaching 
just to baptize. He explained that we must teach 
the Gospel by expressing love and genuine concern 
for the people and demonstrating what these prin- 
ciples can do for them as individuals. He taught me 
a simple, sweet story about a cupbearer who was 
near the age of today's missionaries. This choice 
story illustrates the steps which must be followed if 
one is to feed the Lord's sheep. 

Nehemiah was a cupbearer for Artaxerxes, King 
of Persia, and while serving in this capacity learned 
that the walls of Jerusalem, the place of his father's 
sepulchre, had been broken down and the gates of 
the city burned. Nehemiah accepted the destruction 
of Jerusalem as a personal responsibility, for he ". . . 
sat down and wept, and mourned certain days, and 
fasted, and prayed before the God of heaven." (Ne- 
hemiah 1:4.) Then Nehemiah went to the king and 
asked if he could go and rebuild the city of Jeru- 
salem. The king inquired of Nehemiah as to how 
long it would take, so Nehemiah "set him a time," 
(Nehemiah 2:6) or a goal for the completion of the 
work. The king gave his approval, and Nehemiah 
went to Jerusalem. There he surveyed the walls and 
burned gates and then obtained the needed lum- 

(For Course 6, lesson of December 4, "Organization of the 
Church Provides Many Opportunities"; for Course 10, lesson of No- 
vember 13, "Feed My Sheep"; for Course 14, lessons of November 
6 and 20, "The Final Promise" and "The Church Grows"; for Course 
18, lesson of October 30, "Progress"; for Course 24, lessons of Septem- 
ber 11 and 18, "Missionary Work and Youth" and "Priesthood Activ- 
ities"; to support Family Home Evening lessons 34 and 40; and of 
general interest.) 

ber and materials. He explained to his fellow work- 
ers that with the help of the Lord the walls and 
gates of the city could be rebuilt. Nehemiah con- 
cludes his story by saying, "So built we the wall . . . 
for the people had a mind to work. . . . Neither I nor 
my brethren, nor my servants, nor the men of the 
guard which followed me, none of us put off our 
clothes, saving that every one put them off for wash- 
ing." (Nehemiah 4:6, 23.) 

It should be noted that Nehemiah (1) accepted 
the responsibility, (2) prayed earnestly and sincerely, 
(3) set himself goals, (4) made preparations and 
plans, (5) wanted to do the work, and (6) became 
thoroughly engrossed in his calling. These same prin- 
ciples must be observed if we are to teach the Gospel 
of Jesus Christ so that it will touch the life of the 

To each of us is given the opportunity to bear 
vessels for the Lord. Elder Adam S. Bennion said, 
"To me is given the privilege of being a cupbearer 
between the Master and His children who would 
drink at His fountain of truth." 

Not long ago, a girl in my Sunday School class 
asked why young ladies should fill missions when 
they could neither baptize nor confirm. I answered her 
in this way: "Karen," I said, "the experiences that I 
remember best and cherish most are not those when 
I was officiating in the ordinances of baptism or 
confirmation, but when I was teaching people the 
Gospel and observing the changes that took place in 
their lives. 

"For example, Karen, I remember teaching one 
sister who was unreceptive to the message of the 
restoration. When my companion and I left, we were 
disappointed with what seemed to be the result of 
our visit; we felt we had failed to build a foundation 
on which we could teach this good sister. We were 
surprised the following Sunday morning, however, 
to see her at Sunday School with a sincere desire to 
know more about the Gospel. When we next visited 
(Concluded on page 363.) 

*Richard E. Swinyard served in the British Mission (1962-64) 
and now teaches a class in Monument Park Ward Sunday School, 
Monument Park Stake, in Salt Lake City. Brother Swinyard will 
graduate from the University of Utah College of Pharmacy in two 




Submitting Family 
Group Records 

During the past few years the emphasis placed 
on genealogy in the Church has accelerated drama- 
tically, and genealogical interest has increased tre- 
mendously. Now the Saints need to follow through 
and transfer this interest into completing and sub- 
mitting family group records for processing for tem- 
ple work. 

For Mormons, the climax in genealogical satisfac- 
tion is completed temple ordinance work. To see the 
job through and reach the objective in performing 
genealogical research, the discovered names, dates, 
and places need to be entered on family group record 
forms and submitted to the Genealogical Society for 

To Process Records 

Church members are responsible for providing 
acceptable records of complete families that will 
stand without question throughout the coming gen- 
erations. To accomplish this, sufficient genealogical 
sources must be searched to identify completely the 
persons for whom temple ordinance work is initiated. 
The identifying information should be as complete 
as available genealogical sources for the locality and 
period of time will allow. Once sufficient sources 
have been searched and the discovered information 
posted to family group records, it is time to follow 
through and submit the records for temple work. 

The good news from the Genealogical Society is 
— the processing of family group records is picking 


Art by Ron Wilkinson. 

(For Course 20, lessons of November 13 and 20, and December 4, 
"Problems in Assembling Individual and Family Group Sheets," "See- 
ing A Job Through — Achieving Its Objective," and "Adding to and 
Correcting Family Group Records"; to support Family Home Evening 
lessons 41, 43, and 44; and of general interest.) 

up pace! All phases of the processing system are 
under the careful scrutiny of planners, systems an- 
alysts, managers, and hard-working employees. 
Everyone wants to shorten the time it takes to 
process family group records for temple work. Espe- 
cially to the vast army of new recruits in genealogy, 
the processing time seems unbelievably long. But 
there is hope for a much brighter future in genealogi- 
cal processing, and that future is just around the 

You Can Help 

Patrons, too, can shift gears and accelerate the 
processing of their records. Patron-oriented problems 
cause the detours and roadblocks that slow down 
the system. Here are specific ways to help: 

1. Be neat and efficient. Every time a poorly 
prepared record comes in from a patron, it slams on 
the brakes of the processing operation. Hurriedly or 
carelessly prepared records tie up every phase of 
processing and open the door to needless error. Use 
of the Genealogical Instruction Manual in preparing 
records helps tremendously. If records are neatly 
prepared in accordance with proper instructions, they 
almost fly through the Genealogical Society's various 

2. Check for duplication. For the past few years, 
an average of four out of every ten records sub- 
mitted has been returned because the temple work 
already has been done. These duplications, known 
as "dupes," clutter up the system and hold up the 
records of new names to be cleared. Before sub- 



mitting records, the Saints should check the Gene- 
alogical Society's Church Records Archives to see if 
the temple work has been done. Saints living out- 
side the Salt Lake City area should have a friend or 
relative or an accredited genealogical researcher do 
this checking for them. Membership in family or- 
ganizations, use of the Pedigree Referral Service 
(PRS), and correspondence with members of the 
family are other suggested ways to avoid duplication. 

3. Have records examined in the ward. All rec- 
ords should go through ward record examination be- 
fore being submitted to the Genealogical Society. 
The examiners check for recording errors and help 
teach the Saints correct procedures. Much time and 
expense in processing is saved if errors are caught 
before they reach the Genealogical Society. 

4. Submit records well in advance if you wish to 
do temple work for your own ancestors. You have 
the opportunity of doing the temple work yourself 
for your own direct ancestors and near relatives. 
However, the records must be submitted well in ad- 
vance of the time you want to do the ordinance 
work. At the present time, you should send the 
records to the Genealogical Society at least six 
months in advance of the date you wish to do the 
temple work. This time interval will shorten as 
processing speeds up. 

5. Give temple instructions if you wish to do the 
work. Instructions should be given when records are 

submitted, indicating whether or not members of the 
family want to do the baptisms, endowments, and 
sealings. The family can do all or part of the ordi- 
nances for their direct ancestors and near relatives. 
Ordinances not reserved for the family will be re- 
leased to the temple for workers in general. If the 
family wants to do the work, the name of the temple 
in which the work is to be performed should be 

6. Submit records as you complete them. A 
good rule of thumb is to send records in as they are 
ready. The best procedure is to concentrate research 
on a few families at a time, vigorously perform the 
necessary research and correspondence, finalize the 
family group records, and then follow through by 
submitting them for temple work. 

The real objective in genealogy for both the 
Saints and the Genealogical Society is family exalta- 
tion for the children of God. To help achieve this 
objective and see the job through effectively, the 
Genealogical Society is doing all it can to improve 
systems, processes, and services. If the Saints will 
join hands with the Genealogical Society in a true 
spirit of cooperation, following through with the 
things requested of them, the resulting advancement 
of this phase of the Lord's work will be amazing. 

Library File Reference: GENEALOGY. 

— This article courtesy Publications Department of the 
Genealogical Society. 

THE PEOPLE HAD A MIND TO WORK" (Concluded from page 361.) 

her, she had a long list of questions for us to answer 
and asked how she could get a copy of Jesus the 
Christ, the text we had used in the Sunday School 
class. During the next three weeks we gave her all 
of the lessons and answered her questions as best 
we could. During this time she started to read the 
standard works, Jesus the Christ, and The Articles 
of Faith. Some of them she finished. The point I 
remember best is the hunger that the Lord kindled 
in her heart to hear the Gospel before she was bap- 
tized. Sharing this hunger for righteousness is the 
blessing that comes to those who feed the Lord's 
sheep. Such blessings, Karen, are also enjoyed by 
lady missionaries." 

The World's Bible 

Christ has no hands but our hands 

To do His work today; 

He has no feet but our feet 

To lead men in His way; 

He has no tongues but our tongues 

To tell men how He died; 

He has no help but our help 

To bring them to His side. 

We are the only Bible 
The careless world will read; 
We are the sinner's gospel, 
We are the scoffer's creed; 
We are the Lord's last message 
Given in deed and word — 
What if the line is crooked? 
What if the type is blurred? 

What if our hands are busy 
With other work than HIS? 
What if our feet are walking 
Where sin's allurement is? 
What if our tongues are speaking 
Of things His lips would spurn: 
How can we hope to help Him 
Unless from Him we learn? 

— Annie Johnson Flint. 

This privilege of teaching the Gospel to others 
is also given to every member of the Church through 
the admonition "every member a missionary." Every 
member must also teach by the example of his own 
life. If we discharge this challenge to the best of 
our ability, we will be obeying the Saviour's com- 
mandment, "Feed my sheep." 

Library File Reference: MISSIONARY WORK. 




Weightier Matters of the Law 


by Leon R. Hartshorn* 

The Book of Mormon records a delightful condi- 
tion among the people in America after the visit of 
Jesus Christ. There was no contention in the land, 
the love of God abounded, and there could not have 
been a happier people. The author further writes: 

There were no robbers, nor murderers, neither 
were there Lamanites, nor any manner of -ites; but 
they were in one, the children of Christ, and heirs 
to the kingdom of God. And how blessed were they! 
... (4 Nephi 17, 18.) 

This description could in no way fit the popula- 
tion of the kingdom of Israel at the time that Amos, 
the shepherd of Tekoa, was called to leave his flock 
and represent God. God directed Amos to go to the 
northern kingdom and warn the people of the con- 
sequences of their evil doing and to preach repent- 
ance to them. Amos arrived at Bethel, selected 
a prominent location, and systematically began 
to condemn the nations surrounding Israel for their 
wickedness. The Israelites gave their attention to 
Amos; they enjoyed hearing of the sins of others. 
Amos even condemned the southern kingdom, Judah. 
Then he startled his self-righteous audience by enum- 
erating the sins of those who stood before him. 

The people of the northern kingdom had preserved 
the ordinances and rituals. They dressed properly, 
said the right words, and offered sacrifices in the 
correct manner. But God is not as concerned with 
outward appearances and external actions as he is 
with what is inside a man. The Lord said to Samuel: 

. . . For the Lord seeth not as man seeth; for 
man looketh on the outward appearance, but the 
Lord looketh on the heart. (I Samuel 16:7.) 

God had evaluated the people and, found them 
wanting. Amos spoke the words which God gave to 
him, and he said: 

J hate, I despise your feast days, and I will not 
smell in your solemn assemblies. Though ye offer 
me burnt offerings and your meat offerings, I will not 
accept them: neither will I regard the peace offerings 
of your fat beasts. Take thou away from me the 

noise of thy songs; for I will not hear the melody of 
thy viols. But let judgment run down as waters, and 
righteousness as a mighty stream. (Amos 5:21-24.) 

Amos was interrupted by Amaziah, the priest of 
Bethel. The priest told Amos to go to Judah and 
prophesy there rather than in Bethel. Amos then 
told Amaziah why he was in Israel. He said: 

. . . / was no prophet, neither was I a prophet's 
son; but I was an herdman, and a gatherer of syco- 
more fruit: And the Lord took me as I followed the 
flock, and the Lord said unto me, Go, prophesy unto 
my people Israel. (Amos 7:14, 15.) 

Amos then boldly continued his message, a mes- 
sage which becomes a recurring theme with later 
prophets. Hosea, a contemporary of Amos, speaking 
for the Lord, said: 

For I desired mercy, and not sacrifice; and the 
knowledge of God more than burnt offerings. (Hosea 

Micah also gives the key to real religion, just as 
Amos and Hosea did. "Will the Lord be pleased with 
thousands of rams, or with ten thousands of rivers 
of oil? . . . He hath shewed thee, O man, what is 
good; and what doth the Lord require of thee, but 
to do justly, and to love mercy, and to walk humbly 
with thy God? (Micah 6:7, 8.) 

Jeremiah, the great prophet to the people of 
Judah, taught that which delights the Lord: 

Thus saith the Lord, Let not the wise man glory 
in his wisdom, neither let the mighty man glory in 
his might, let not the rich man glory in his riches: 
But let him that glorieth glory in this, that he under- 
standeth and knoweth me, that I am the Lord which 
exercise loving kindness, judgment, and righteous- 
ness, in the earth: for in these things I delight, saith 
the Lord. (Jeremiah 9:23, 24.) 

Through His Prophet Jeremiah, the Lord also 
told the people of Judah that He was looking for- 
ward to a time when His people would have the law 
in their inward parts and have it written on their 
hearts. The Lord says of such a people who have 
internalized His teachings, that they will be His 

(For Course 6, lessons of October 16 and November 13, "A Man 
Must Be Called of God" and "We Follow the Counsel and Advice of 
Our Church Leaders"; for Course 8, lessons of November 27 to 
December 11, "Rehoboam, the Foolish," "Jeroboam, the Deceitful," 
and "Israel and Idol Worship"; for Course 26, lesson of November 6, 
"Amos"; for Course 28, lesson of December 11, "Practical Religion — 
Spirituality"; to support Family Home Evening lessons 34, 35, and 
37; and of general interest.) 

*Leon R. Hartshorn is BYU 2nd Stake mission president. He 
served a full time mission in the Northern States (1949-1951). Brigham 
Young University awarded him B.S. (1956) and M.S. (1959) degrees, 
and Stanford University awarded him a doctorate of education 
(1965). He has taught in the seminary and institute program of the 
Church, and currently is assistant professor of religious instruction 
at BYU. Brother Hartshorn was born in Lehi, Utah. He married 
Bea Scoville and they have four children. 




people and He will be their God. (See Jeremiah 

The greatest of all prophets, the Son of God, re- 
buked self-righteous leaders and instructed them as 
to what qualities were of greatest importance. 

Woe unto you, scribes and Pharisees, hypocrites! 
for ye pay tithe of mint and anise and cummin, and 
have omitted the weightier matters of the law, judg- 
ment, mercy, and faith: these ought ye to have done, 
and not to leave the other undone. (Matthew 23:23.) 

Matthew records that on one occasion the Phari- 
sees asked the disciples of Jesus why He ate with 
sinners. The disciples asked the Saviour, and Jesus 
said: ". . . They that be whole need not a physician, 
but they that are sick. But go ye and learn what that 
meaneth, / will have mercy, and not sacrifice. . . ." 
(Matthew 9:12-13.) 

Probably the most famous teaching of Jesus on 
this subject is recorded in Matthew: 

For I was an hungred, and ye gave me meat: I 
was thirsty, and ye gave me drink: I was a stranger, 
and ye took me in: Naked and ye clothed me: I was 

Jesus said, ''But whosoever drinketh of the water that I 
shall give him shall never thirst. . . ." —J hn 4:14. 

sick, and ye visited me: I was in prison, and ye came 
unto me. (Matthew 25:35, 36.) 

His disciples, trying to understand, questioned 
Jesus. His reply was powerful. He referred to Him- 
self as the King and said: 

. . . Verily I say unto you, Inasmuch as ye have 
done it unto one of the least of these my brethren, ye 
have done it unto me. (Matthew 25:40.) 

Amos, Hosea, Micah, Jeremiah, and the Lord 
Jesus Christ emphasized the weightier matters of the 
law: faith, mercy, lovingkindness, righteousness. 
Without these qualities one cannot do God's work. 

It is sobering to consider that the kingdom of 
Israel did not heed this warning. As a result many 
were destroyed and others taken away captive into 
Assyria. It is also sobering to read that Judah did 
not heed the warning and was taken into captivity 
by the Babylonians. The majority of the Jewish 
people at the time of Jesus Christ lacked these cher- 
ished qualities and were later killed or scattered by 
the Romans. The Nephites, who were at one time 
united and served God, became selfish and evil and 
were destroyed, because they rejected the teachings 
of the prophets concerning love and charity. 

As we read today of all of these nations which 
practiced the external parts of the Gospel, of peo- 
ples who became like "whited sepulchres," it would 
behoove each of us to take inventory. Are we con- 
cerned with our neighbors? Do we know their needs? 
Do we mourn with those who mourn? comfort those 
who stand in need of comfort? bear one another's 
burdens? (See Mosiah 18:8, 9.) 

The kingdom of God is built by small acts of 
kindness: By knowing our brother and sister, by pre- 
paring a casserole for a neighbor who has a new baby, 
by taking a widow shopping, by mowing a lawn, by 
repairing a car, by speaking a kind word, by listening 
attentively to one who needs a friend. These are 
not spectacular things or difficult things, just neces- 
sary things. We must always guard against doing 
the lesser matters and omitting the weightier mat- 
ters of the law. This was the message of the simple 
shepherd of Tekoa to a people who looked upon 
themselves as religious and righteous because they 
were busy attending to external performances but 
omitted the things of the heart. 

Library File Reference: PROPHETS AND PROPHECY. 





by Harry J. Maxwell 

There is a saying: "Knowledge is power." This may 
be true, but wisdom is greater than knowledge, for 
wisdom is the power to use knowledge fairly and justly. 

A few years ago, in California, there was a fifth 
grader named Tom. Tom liked school — especially 
art, the new math, reading, recess, sports, and cer- 
tain activities that his teachers always seemed to 
discourage. One week, for example, the fad among 
some members of his class had been to push a 
straight pin through the eraser of a lead pencil and 
use it to tap an unsuspecting classmate on the arm 
or shoulder. 

The teacher had noticed and stopped the practice 
with a long lecture on the game's lack of general 
utility and its potential danger. Unfortunately, Tom 
did not heed his teacher's advice. He kept his 
"pinned" pencil until one Tuesday during art when 
Joachim passed by and flipped a damp paint brush 
in his face. Without thinking, Tom retaliated with 
a flip of his pencil. The results were disastrous. The 
head of the pin struck Joachim in the eye and 
gouged a hole just under the pupil. 

Wisdom Is Power To Make Correct Choices 

Although Joachim's eye was not permanently 
damaged, a number of people would have been saved 
much concern if Tom had been wise enough to obey 
his teacher. He knew the pin could be dangerous, 
his teacher had even predicted just such an accident; 
but knowledge alone had not been sufficient. 

Herein lies the difference between knowledge and 
wisdom. Wisdom is the greater quality because it is 
the power to use knowledge, experience, and under- 
standing to judge and choose rightly. 

It was this power to discern that made Solomon 
wise. When he was made king over Israel, his request 
of the Lord was: 

(For Course 6, lesson of November 6, "People Are Responsible 
for Their Own Acts"; for Course 8, lesson of November 13, "Solomon, 
the Temple Builder"; for Course 24, lesson of September 25, "A 
Personal Ideal for Youth"; to support Family Home Evening lesson 
31; and of general interest.) 

Give therefore thy servant an understanding 
heart to judge thy people, that I may discern be- 
tween good and bad: for who is able to judge this 
thy so great a people? (I Kings 3:9.) 

The Lord was pleased to grant this request, and 
Solomon became known throughout the world for 

his great wisdom. 


Life Is a Series of Choices 

Could we ask for a greater gift than that given 
to Solomon? We may not be required to lead and 
judge nations, but every boy and girl, every man 
and woman, has choices to make throughout life. 
Many choices may seem insignificant at the time, 
but they can have far-reaching results: To watch TV 
or to finish a school assignment; to look over at an- 
other's paper during an examination, or to choose to 
receive an honest mark on the paper; to skip sacra- 
ment meeting or to honor parents' wishes and be 
there; to stay out late in a fast crowd or insist, "I 
must be home early"; to accept a date outside the 
Church or choose the wisdom of parental advice on 
temple marriage; to listen to filthy stories or to de- 
mand a higher respect from associates; to drive faster 
than the speed limit or to obey the law; to say noth- 
ing when the clerk returns a nickel extra in change 
or to establish fair dealing in even little things — 
these may seem to be decisions of temporary import. 
Nonetheless, each is a step up or down in the forma- 
tion of character, and it may well be the initial step 
in a habit which will effect a lasting change for 
good or bad in our future. 

The attainment of major goals, such as a good 
education, marriage in the temple, righteous parent- 
hood, or eternal life, is not accomplished by a single 

*Harry J. Maxwell is the new Chairman of the Modern Language 
Department, and associate professor of German at Adrian College, 
Adrian, Michigan. He earned master's (1963) and doctorate (1964) 
degrees at Stanford University and recently taught at the University 
of Wisconsin. Brother Maxwell was born in Sun Valley, California, 
and served in the Brazilian Mission (1947-1950). His Church assign- 
ments have included stake Sunday School superintendent and branch 
president. He married Carol E. Pack. They have four children. 



decision. Such achievement is dependent on count- 
less daily choices, properly made throughout life. 

Decisions Are Often Difficult To Make 

Right choices are not always easy to make. Most 
of us have heard someone say: "It isn't the job, 
so much. It isn't even the hard work. It's the de- 
cisions that are killing me." Every responsible per- 
son, whether child or adult, encounters decisions 
that are difficult to make. 

What should Mary do when she learns that her 
brother, John, is cheating in a school paper drive by 
hiding pieces of junk iron in each bundle of news- 
paper to make it weigh more? To an adult, the 
answer to such a question may seem simple, but a 
child may wonder: "Should I tell the teacher? Should 
I tell Mother? Should I tell John that I know? Per- 
haps I ought to say nothing. What business is it of 
mine?" And if Mary does tell her mother, what 
should Mother do to teach John the importance of 

Everyone Needs Help in Making Choices 

If we are wise, we will seek help in making cor- 
rect decisions. We realize that much depends on our 
daily choices and that we need all the help we can 
get in making them. We need six things: knowledge, 
experience, understanding, inspiration, faith, and 
strength. Where can we go to obtain such assistance? 

As members of the Church, we have five main 

1. The best books, especially the scriptures 

2. Attendance at sacrament and other Church 

3. Parents 

4. Church leaders 

5. Prayer. 

The Lord has told us to "seek learning, even by study 
and also by faith." (Doctrine and Covenants 88:118.) 
We should seek instruction at Church meetings and 
from the scriptures. We should learn from good 
books and gain the best schooling possible. We should 
turn to parents and Church leaders for counsel and 
guidance. Above all, we should continually seek 
guidance from the Lord through prayer. 

The Epistle of James states: "If any of you lack 
wisdom, let him ask of God . . . and it shall be given 
him." (James 1:5.) Joseph Smith followed this ad- 
vice and received the glorious first vision and knowl- 
edge no man could have given him. 

When the youthful Solomon (somewhere between 
14 and 20 years of age 1 ) was made king of Israel he 
said to the Lord, 

. . . / am but a little child: I know not how to go 
out or come in. . . . Give therefore thy servant an 
understanding heart . . . that I may discern between 
good and bad. . . . (I Kings 3:7, 9.) 

And because he had asked in faith, unselfishly, 
that he might know how to treat others fairly and 
justly, the powers of heaven were pleased to grant 
his request. Can they do less for you or me? 

^ee James Hastings, Dictionary of the Bible, Volume 4; T. and T. 
Clark, Edinburgh, Scotland. 1947; page 562. 
Library File Reference : WISDOM. 


When Mother was just a little girl, Grandma 
taught her the law of tithing: One tenth of every- 
thing she received was to be given back to the Lord 
to show her appreciation for the ten-tenths which 
the Lord had given to her in the first place. 

Naturally, when she earned her first dime, Mother 
brought one penny to her mother, saying that 
she wanted to give it to the Lord. Grandmother ex- 
plained that this would entail considerable work and 
bookkeeping on the part of the spiritual leader, and 
that it would be better if she were to keep it some 
place for a month, or until she had more to give to 
the Lord at one time. 

Since they had no piggy banks in those days, my 
grandmother gave her an old mitten — a grey, hand- 
knit mitten with a green edge around it — to serve 
as her tithing bank. 

After what seemed an eternity to the child, she 
finally had ten cents to pay in tithing. This amount 
she eagerly took to her bishop to start her name on 
the tithing rolls of the Church. 

In the years that followed, the mitten with its 
contents began to "open the windows of heaven" 
for the little girl, and the Lord poured down blessings 
so great that she could scarcely receive them. 

The contents of the mitten grew steadily, as did 
the faith of the girl. There was always enough money 
left, with thrift and good management, for an edu- 
cation. Later, when she married, her mitten still 
served its purpose. It treasured the Lord's tenth 
each month as Father and Mother struggled to make 
their way in the world. 

Eventually, blessings increased so that the little 
grey mitten could no longer hold the tenth. But it 
had served its purpose! It had taught the little girl 
an important law of God, and its lesson has been 
handed down to more than one hundred of her des- 

The mitten, in a sense, seems to have been made 
in this case for the hand of God. 

— Lindsay R. Curtis. 




by Richard 0. Cowan 

Adam was not only the first man to live upon 
the earth, he was also the first to hold the priest- 
hood — the Holy Priesthood after the Order of the 
Son of God. The Lord commissioned Adam to teach 
his posterity the things he learned by revelation. 
Thus Adam also became this earth's first prophet — 
one who was authorized to speak for God. 

Despite the influence for righteousness which 
came from the Lord through revelation, some of 
Adam's posterity began to fall away from righteous- 
ness. Such a falling away is generally known in re- 
ligious history as an "apostasy." The Greek prefix 
"apo" means "away" (an apostle is one who is sent 
away as an official envoy or witness) . The remainder 
of the word "apostasy" is linked to our English words 
"status," "station," etc. "Apostasy," then, conveys 
the idea that the status of people is removed from 
truth and right. 

The Lord's work of preparing His children on 
earth for the blessings of eternal life is hindered 
when they live in a condition of spiritual darkness. 
Therefore He established early the pattern of send- 
ing a prophet to restore His children to a knowledge 
and appreciation of the Gospel plan. Enoch was the 
prophet called to accomplish a restoration following 
the first wave of apostasy. So successful was he in 
converting his city to righteousness that the city 
was called "Zion," meaning, "the pure in heart" 
(Doctrine and Covenants 97:21), and it was "trans- 
lated," or taken from the earth. 

Another wave of apostasy deepened into darkness 
to such an extent that the Lord called Noah as His 
prophet to warn the people that unless they re- 
pented and were restored to a state of righteousness, 
they would be destroyed in a flood which would 
cover the earth. The people did not repent, so only 
Noah and his immediate family were saved from 
death in the deluge. 

The term "dispensation" is employed in two ways 
in religious history. In the first sense it refers to 
the Lord's act of sending forth or "dispensing" 
knowledge and power from heaven by means of reve- 

(For Course 6, lessons of October 16 and December 11, "A Man 
Must Be Called of God" and "Joseph Smith, Great Latter-day Proph- 
et"; for Course 12, lesson of October 23, "Biblical Prophets Foretell 
Zion"; for Course 24, lesson of September 18, "Priesthood Activities"; 
for Course 28, lesson of October 16, "Revelation"; to support Family 
Home Evening lesson 33; and of general interest.) 


lation. In the second sense, the period of time in- 
augurated by such a "sending forth" is also called a 
"dispensation." Although the accompanying chart 
lists only seven major dispensations, one should keep 
in mind that in a broader sense, every righteous per- 
son on earth who has received personal answers to 
prayer has thereby received his own "dispensation" 
of the Gospel. 

Abraham received the same priesthood held by 
Adam, Enoch, and Noah; but to avoid the too fre- 
quent repetition of the name of Deity, in Abraham's 
day the priesthood was named the Priesthood of Mel- 
chizedek, in honor of the great high priest and king 
of Salem (Jerusalem) who had ordained Abraham. 
(See Doctrine and Covenants 84:14.) 

Several centuries later, after the Israelites had 

been in physical and spiritual bondage in Egypt, the 
Lord sent Moses not only to gather the people to the 
promised land, but also to restore them to a condi- 
tion of righteousness. It was during the days of 
Moses that the lesser priesthood was established as 
a distinct order. Because it was given first to Aaron 
and his sons and later to the tribe of Levi, it has been 
known as the Aaronic or Levitical priesthood. Be- 
cause of the people's rebelliousness, the Melchizedek 
priesthood was withdrawn from among them as a ^^ 
whole, and was subsequently exercised only by the ^r 
prophets. The last to hold the keys of this priest- 
hood was Elijah; and apparently the last before 
Christ to hold the priesthood itself (in the eastern 
hemisphere) was Malachi. The lesser priesthood con- 
tinued down through the years, and John the Bap- 
tist was the last to hold its keys before the Saviour 
established His kingdom on earth in the meridian 
of time. 

Both orders of priesthood were present in the 
New Testament Church, as appears evident from the 
officers in that church. (See also Hebrews 7:11.) 
Christ laid a foundation of apostles and prophets on 
which to build His church. (Ephesians 2:19-21.) As 
these leaders who held the keys were scattered and 
killed through persecution, and the Church was de- 
prived of guidance through revelation, it drifted 
again into a state of apostasy. 

Following His well-established pattern, the Lord 
raised up a prophet in the last days to proclaim His 
word to the people. Joseph Smith was chosen to 
head the Dispensation of the Fulness of Times. From 
heavenly messengers he received necessary author- 
ity — the Aaronic priesthood from John the Baptist; 
Melchizedek priesthood and the keys necessary to 
organize the Church from Peter, James, and John; 
keys of the gathering of Israel from Moses; the seal- 
ing keys from Elijah, etc. 

Library File Reference: GOSPEL DISPENSATIONS. 



ADAM Abt. 4000 B.C. 

Vertical proportions 

indicate approximate 

periods of time. 


First prophet received the Holy Priesthood, 

after the order of the Son of God, and its 






Abt. 2000 B. C. 


Earth's baptism by water. 

The Priesthood hereafter called after Melchize- 

dek, Great High Priest. 


Higher priesthood 

held by prophets 


separate order. 


Taken from people as a whole, apparently held 

only by prophets. 

Meridian of Times. 

No priesthood 
held by mortals. 

Fullness of Times. 


■u ■H 

Had both priesthoods. 





Of the Gospel including Higher and Lesser 


Earth's baptism by fire. 


Lord's work for earth virtually completed. 




SATAN LOOSED, earth will die 
and be resurrected as a Celes- 
tial World. 


Compiled by Richard O. Cowan. 

Second Class Postage Paid 
at Salt Lake City, Utah 


Art by Dale Kilbourn 


All eyes around the luncheon 
table focused on a dynamic little 
man with pink cheeks and a swirl 
of white hair crowning his quick 
moving head. 

Artur Rubinstein, "world's 
greatest pianist," 1 was telling us 
about his 79th birthday party 
with his family a few weeks 
earlier. Then he told us about 
writing his autobiography. "I have 
reached age 18 of my story, and 
I am having a terrible job finding 
time to get any further," he said. 
"I have been 18 for a long time." 

Artur Rubinstein could have 
been speaking of his living self as 
well as his memories. Everything 
about him vibrated with the zest 
of an 18 -year-old, as he reeled off 
story after story. 

And we laughed with the exu- 
berance of children on their first 
merry-go-round ride. 

He wore a pleated blue shirt 
and bright red tie. A matching red 
handkerchief was tucked smartly 
in his suit pocket. His blue eyes 
at times would open wide, and his 

(For Course 18, lesson of October 2, "Equal- 
ity"; for Course 24, lessons of September 25 
and October 30, "A Personal Ideal for Youth" 
and "A Body Worthy of Its Destiny"; to sup- 
port Family Home Evening lesson 34; and of 
general interest.) 

Wime, February 25, 1966, page 84. 

face would turn a radiant red as 
he warmed to his subjects. 

He described how he learned to 
ride horses. "I was courting a girl 
in England, and she liked to ride 
to the hounds," he recalled. "I 
learned to ride — hard and without 
a saddle — but I lost the girl." 

Talk turned to the mountains, 
which he said he loved, "but I 
never have been too fond of the 
sea." He told how he learned to 
ski. "I was interested in a blonde 
Polish girl who enjoyed skiing," 
he said. "I followed along with 
her to the resorts in southern Po- 
land. I sneaked in ski lessons at 
night, and one day surprised her 
with a ride down the slopes. That 
girl is now my wife." 

He recalled the time he was ar- 
rested for speeding while hurrying 
to a concert rehearsal. After the 
renowned artist signed the ticket, 
the officer asked: "Are you Rubin- 
stein, the pianist?" 

"Yes," was the reply. 

"My wife greatly admires you, 
sir. May I have your autograph 
to take to her?" 

"You have my autograph on 
that ticket," Mr. Rubinstein re- 
plied and drove off. 

He turned more serious. "One 
of the great blessings God has 
given me is no appetite for liq- 
uor," he said. He moved his fin- 
gers as he talked. "Alcohol is not 
good for a pianist's fingers." 

We noticed that his little fin- 
ger appeared as long as his index 
finger, almost as long as his mid- 
dle finger. His hands cover a 
12 -note span on the keyboard, 

where most pianists can encom- 
pass only ten. 

I asked him what he did to 
keep in such buoyant trim. "Noth- 
ing in particular," he replied. "But 
I like to walk." 

He said that his first name is 
really Arthur, not Artur. "The *h' 
was dropped by my booking agent 
years ago," he explained. "He 
thought Artur sounded more so- 

His memory of people and places 
was impressive. And he continued 
to talk in vivid pictures — moving 
pictures. With movements of his 
hands, mouth, and sparkling eyes 
he dramatized each story he told. 

As we arose from the table, I 
said: "Mr. Rubinstein, we look 
forward to a great concert to- 

His eyes turned earnest. "My 
friend, never say 'great' before a 
concert. Reserve your praise until 
after the performance." 

I got the message. Here was 
the man who had played more 
concerts before more people and 
grossed more money than any 
other instrumentalist in history. 
Yet he seemed to want me to 
know that simply Rubinstein's 
playing did not make a concert 
great. Today he was still a youth. 
He was still not worthy of praise 
until he had earned it tonight. 
Nothing, it appeared to this charm- 
ing little man who was "still 18," 
was great until it had been made so. 

This was what I learned most 
from a luncheon with one of the 
living wonders of our age. 

— Wendell J. Ashton 

Library File Reference: GREATNESS.